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Karakalpakstan has a unique and rich cultural heritage. It includes ancient architectural and archaeological monuments, unique folklore, performing arts, ceremonies and customs, as well as traditional handicrafts.
The territory of Karakalpakstan is rich with architectural and archaeological monuments, most of which are defensive constructions, including a number of impressive fortresses along the borders of settlements. The majority of the earliest constructions date back to the IV century B.C., when Ancient Khorezm freed itself from the Achaemenid Empire.
At the beginning of the I century A.D., Ancient Khorezm was influenced by the original culture of the Kushan Empire that found its vivid reflection in the construction of the magnificent Toprak-kala Fortress and Settlement. During this period, new models of construction emerged, including smaller fortresses built inside the settlement areas.
Ancient Khorezm is the birthplace of Zoroastrianism. This is evidenced by a number of extant archaeological monuments: dakhmas, fire-worshipper temples, necropolises with ossuary containers and others. The rise of Islam in the VIII century A.D. altered not only the mode of life and religion, but also the architecture. Fired brick, a new construction material, was introduced. It became the main material for constructing sophisticated mausoleums, mosques and khanakas with domes, which were beautifully adorned with architectural decorations and epigraphic inscriptions.
For thousands of years the Aral Sea region was situated at the crossroads of cultures. The Great Silk Road, which played a significant role in developing cultural and economic relations with Europe, Western Asia, Caucasus, Central Asia and China, passed through the Ustyurt Plateau. It is probable that one of the Silk Road branches went through the ancient city Tanais, situated in the lower reaches of Don, then crossed Russia’s southern steppes, the Lower Volga region, the Aral Sea region and from there traveled through Southern Kazakhstan until reaching Altai and Eastern Turkestan, where it linked with the main route of the Great Silk Road. One of the route branches from the Northern Aral Sea region went to Sogdiana through Khorezm and then turned to the south. Consequently, several thousands of historical and architectural monuments relating to the history of the Great Silk Road can be found in the vast territory from the Fergana Valley oases to the desert shore of the Aral Sea.
The national identity of Karakalpaks is well reflected in their rich folklore, beautiful dances, original music, and ceremonies that still play an important role in people’s lives. Thus, the singer/musicians Jirau and Baksi, as well as the eposes Alpamis and Kirik kiz, among others, still enjoy great popularity today.
Karakalpak traditions are well represented in traditional handicrafts. Simple ornaments and forms of old workpieces indicate their relation to the arts of ancient and medieval nomads in Central Asia. Traditional Karakalpak handicraft developed primarily as necessary household items for the yurta dwellings and were made from available materials: wool, skin, bones, wood and cotton. At the beginning of the XX century women still made ornamental floor mats, multicoloured feltings for yurta decoration, woven rugs, patterned carpets, as well as patchwork. All adult women possessed the art of embroidery. Men plied more complex trades, making yurtas and musical instruments, engaging in wood carving, jewellery making, leather processing and other trades. | <urn:uuid:afafb0f9-3527-409d-ac4e-84d428a7fbc1> | {
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Select Hudson Miscellany
- Henry Hudson, Buried at St. Dunstan's
- The Voyages of Henry Hudson
- Richard Hudson in Virginia
- Thomas Hudson in Twickenham
- John Hudson in the West
- The Hudsons of Wakefield
Henry Hudson, Buried at St. Dunstan's
Alderman of London, Henry Hudson, a member of the Guild of Tanners, one of the twelve men from which the Lord Mayor of London may be chosen, a gentleman of great wealth, and lord of half a dozen ancient manors; noted for his public spirit and benevelence; died of malignant fever in December 1555 and was buried in the Church of St. Dunstan's where his monument is still to be seen.
The Voyages of Henry Hudson
The First Voyage
- Henry Hudson was selected by the Muscovy Company in 1607 to command an expedition "to discover a passage by the North Pole to Japan and China."
- In May Hudson set sail on the Hopewell from Gravesend.
- Hudson reached Greenland, discovered whaling grounds, and went
north. But the conditions were terrible and the weather
freezing. The bad weather prompted their return.
- The reports that Hudson provided resulted in fleets of whaling
ships being sent into the area.
- In 1608 Henry Hudson was ready to command his second expedition to discover a northeast passage through the Arctic waters north of Russia.
- Hudson travelled past Norway and towards Russia. But
conditions onboard and the freezing weather and ice led to a near
mutiny by the crew and Hudson was forced to return.
- Lacking backers in England for another voyage, Hudson approached the Dutch and in 1609 signed a contract with the Dutch United East India Company.
- In April Hudson set sail on the Half
Moon from Holland under the Dutch flag. Hudson travelled
past the colde waters of Norway and towards Russia. The
conditions once again led to near mutiny by the crew.
- Hudson decided to completely change direction and head West towards warmer waters and the New World.
- In July the Half Moon passed Newfoundland and Nova Scotia and reached Maine. He then passed Jamestown and ventured into Delaware Bay which proved too shallow to explore fully. By September he reached the mouth of the Hudson river and made the decision to explore the river, hoping to find a passage to the Indies.
- He reached Albany up the Hudson river and, after various
explorations, decided that it was time to return home, reaching
Dartmouth in England in November.
- The Dutch ordered Hudson to return to Amsterdam. But he
- In 1610 Hudson was backed again by the Muscovy Company to command an expedition to search for the NW passage.
- In April Hudson left London on the Discovery.
- By July he reached the Hudson Strait and tried to enter the "Furious Overfall."
- The Discovery became frozen in the ice and Hudson and his crew found themselves the first Europeans to winter in the Canadian Arctic. It was freezing cold, there was limited food, there were savage native Indians. The terrible conditions led the crew to mutiny.
- Hudson was cast adrift in a small boat with his son John and
eight loyal crew members. They were never heard of again.
- The mutineers returned home. Only eight made it back to
Henry Hudson had married Katherine who died in 1624. They had
sons: Oliver; John, who died with his father on his final voyage; and
Richard, who became the chief representative of the East India Company
in the Bay of Bengal and had several children (some of whom emigrated
to America). Many have sought to connect the explorer with
Alderman Henry Hudson or with Thomas Hudson of the Muscovy Company, but
the connection is unproven.
Richard Hudson in
Richard Hudson came to Virginia in 1635 as an indentured servant to Obedience Robbins. Court records indicate a dispute over payment to Obedience which suggests a servitude.
This Richard was a litigous soul, as these court records
- Richard sued a Mrs. Savage for payment of some services that were rendered. The court ordered her tp pay Richard 600 pounds of tobacco and five barrels of corn.
- Richard brought Goodwife Robbins to court for slandering his wife
Mary. Alice Goodwife Robbins received twenty lashes for this
offence. It appears that Alice was a disagreeable person
evidenced by the fact that she was often in court. For another
slanderous offence she was "lashed to the end of a canoe and towed over
- Richard then appears in court over a disputed hog. Richard
claimed that it was stolen and that he could identify it by the
markings in the ear. The defendants claimed that the markings
were destoyed when the sow was attacked by dogs. Richard then
claimed that the thieves cut it out. The outcome was not
- Family court records show that Richard snuck upon "his girle" and her boyfriend in a compromising position in the woods. It is not known if "his girle" was his daughter or a servant.
Thomas Hudson in Twickenham
Thomas Hudson the portrait painter was a son-in-law of Jonathan Richardson and the master of Joshua Reynolds. He came to live in Twickenham in 1753 in a house in Cross Deep, a little upstream from Pope's villa.
By that time his style of portraiture was going out of fashion and he gave up painting a little later. When Sir Joshua Reynolds moved into Wick House on Richmond Hill in 1772, Hudson was said to have remarked:
On hearing this, Reynolds retorted:
John Hudson in the West
John Hudson left Liverpool on the Cambridge in August 1849 for New York. But he soon discovered that his poor economic conditions portended only failure and he wondered if he could survive in the high-priced atmosphere of Gotham. The news of the discovery of gold in California therefore provided a possible escape from penury.
Attached to the Colony Guard Company of high-minded
gentlemen, he set out across the mountains, down the Ohio, and up the
Missouri to Kansas where he and his companions prepared for the dash
across the plains to the treasure awaiting them. His illness from
cholera or "mountain fever" forced a disappointing stop at the Mormon
City of the Saints where he decided to spend the winter before
proceeding across the desert to California.
He never made it to California. He joined the
Mormon church and spent the winter as a teacher in the frontier
settlement of Fort Utah. He then spent three months as a
draughtsman in a survey of the Great Salt Lake before being assigned by
the Mormon church to a new frontier settlement at Manti in Sampete
valley. On arrival there, however, he succumbed to an attack of
pneumonia brought on by his mountain sickness and died.
The Hudsons of Wakefield
James Hudson in a bowler hat is pictured outside his shop on Westmoreland Street in Wakefield during the Christmas fair of 1906. At the time the picture was taken, James was not the only Hudson working in the town. He was the eldest in the family and inherited the shop from his father, also named James, in 1867. His brother Ernest had a butcher's shop on Brooke Street and another brother, Alfred, was a fishmonger in Wakefield market.
The first Hudson that the family knew of was Thomas who had been born in Woolley in 1802. He had various shops and went on to become the landlord of the Cock and Bottle Inn on what is now Marygates Lane. His father James had been landlord of the Spangled Bull. Thomas and the pub featured in Kate Taylor's book Foul Deeds and Suspicious Deaths in Wakefield. He helped identify three men involved in a murder. While they were drinking in his father's pub, they bought pies from Thomas with money stolen from the man they had robbed and murdered.
Return to Top of Page
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In the "Knight Rider" television show, which starred Hasselhoff, his supercar K.I.T.T. had a hydrogen turbo motor which allowed it to chase bad guys at over 300 miles an hour. It's no secret that hydrogen is regarded as the best alternative fuel for our transportation future but metals like steel, aluminum and magnesium - commonly used in automotive and energy technology – hydrogen is bad because it can make those metals brittle; the ductility of the metal becomes reduced and its durability deteriorates. This can lead to sudden failure of parts and components. Beside the fuel tank itself, or parts of the fuel cell, but ordinary components like ball bearings could also be affected. These are found not only in the car, but also in almost all industrial machinery.
Not quite K.I.T.T. yet, but it is getting closer.
This lightest of the chemical elements permeates the raw materials of which the vehicle is made not only when filling the tank, but also through various manufacturing processes. Hydrogen can infiltrate the metal lattice through corrosion, or during chromium-plating of car parts. Infiltration may likewise occur during welding, milling or pressing. The result is always the same: the material may tear or break without warning. Costly repairs are the consequence. To prevent cracks and breakage in the future, the researchers at the Fraunhofer Institute for Mechanics of Materials IWM in Freiburg are studying hydrogen-induced embrittlement.
Since the risk potential mostly emanates from the diffusible, and therefore mobile, portion of the hydrogen, it is necessary to separate this from the entire hydrogen content. Researchers can release and simultaneously measure the movable part of the hydrogen by heat treatment, where samples are continuously heated up. In addition, the experts can measure the rate that hydrogen is transported through the metal while simultaneously applying stress to the material samples mechanically.
They can determine how the hydrogen in the metal behaves when tension is increased. For this purpose, the scientists use special tensile test equipment that permit simultaneous mechanical loading and infiltration with hydrogen. Next, they determine how resistant the material is.
The researchers use the results from the laboratory tests for computer simulation, with which they calculate the hydrogen embrittlement in the metals. In doing so, they enlist atomic and FEM simulation to investigate the interaction between hydrogen and metal both on an atomic and a macroscopic scale. "Through the combination of special laboratory and simulation tools, we have found out which materials are suitable for hydrogen, and how manufacturing processes can be improved. With this knowledge, we can support companies from the industry," says Dr. Wulf Pfeiffer, head of the process and materials analysis business unit at IWM.
- Knight Rider Voice Download Turns Your Garmin Nuvi GPS Into KITT, Black TransAm Not Included
- Trump Administration Notice Of Proposed Rulemaking To Import Prescription Drugs From Canada
- When Sir James Black passed away this week he left a vacancy in the Order of Merit
- Shape Memory Alloys Get A Design Tool
- Liquid Crystal As Lubricant | <urn:uuid:4537e4d1-ed46-4b4f-a5d0-662fdab077fd> | {
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Year of creation:2012
- Rider(s):Paleologos, Konstantinos
Konstantinos Paleologos (1404 – 1453) was the last reigning Roman and Byzantine Emperor, ruling as a member of the Palaiologos dynasty from 1449 to his death in battle at the fall of Constantinople in 1453.
Previously serving as regent for his brother John VIII 1437–1439, Constantine succeeded his brother, who died in Constantinople of natural causes in 1448, as Emperor following a short dispute with his younger brother Demetrios. Despite the mounting difficulties of his reign, contemporary sources generally speak respectfully of Constantine. Constantine would rule for just over 4 years, his reign culminating in the Ottoman siege and conquest of Constantinople, the imperial capital, under Sultan Mehmed II. Constantine did what he could to organize the defenses of the city, stockpiling food and repairing the old Theodosian walls, but the reduced domain of the Empire and the poor economy meant that organizing a force large enough for the defense of the city was impossible. Constantine led the defending forces, numbering approximately 7,000, against an Ottoman army numbering around 10 times that and died in the ensuing fighting.
Following his death, he became a legendary figure in Greek folklore as the “Marble Emperor” who would awaken and recover the Empire and Constantinople from the Ottomans. His death marked the end of the Roman Empire. It had continued in the East as the Byzantine Empire for 977 years after the fall of the Western Roman Empire in 476. The Empire had begun with the reign of Augustus in 27 BC 1,479 years prior.
- Sculptor(s):Pappas, Yannis
(1913 – 2005) was a Greek sculptor.
The statue was made around 1985 and installed in 2012
Photos by M. Webster | <urn:uuid:5e43bcff-30b9-4414-8132-6cd3a68abe94> | {
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Genealogists search written records, collect oral histories and preserve family stories to discover ancestors and living relatives. Genealogists also attempt to understand not just where and when people lived but also their lifestyle, biography, and motivations. This often requires — or leads to — knowledge of antique law, old political boundaries, immigration trends, and historical social conditions.
Genealogists and family historians often join a Family History Society where novices can learn from more experienced researchers, and everyone benefits from shared knowledge.
Even an unsuccessful search for ancestors leads to a better understanding of history. The search for living relatives often leads to DNA testing, family reunions, both of distant cousins and of disrupted families. Genealogists sometimes help reunite families separated by immigration, foster homes and adoption. The genealogist can help keep family traditions alive or reveal family secrets.
In its original form, genealogy was mainly concerned with the ancestry of rulers and nobles, often arguing or demonstrating the legitimacy of claims to wealth and power. The term often overlapped with heraldry, in which the ancestry of royalty was reflected in the quarterings of their coat of arms. Many of the claimed ancestries are considered by modern scholars to be fabrications, especially the claims of kings and emperors who trace their ancestry to gods or the founders of their civilization. For example, the Anglo-Saxon chroniclers traced the ancestry of several English kings back to the god Woden (the English version of the Norse god Odin) If these descents were true, Queen Elizabeth II would be a descendant of Woden, via the kings of Wessex.
In fiction, it is common to give a character a complicated fictional genealogy to make his or her background more interesting. A picturesque one is the genealogy for Godwulf of Asgard. | <urn:uuid:d01ee327-a92b-4176-a425-094f4a1c0a49> | {
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HLOOKUP and VLOOKUP
VLOOKUP is an Excel function to look up data in a table organized vertically. VLOOKUP supports approximate and exact matching, and wildcards (* ?) for partial matches. Lookup values must appear in the first column of the table passed into VLOOKUP.
HLOOKUP is an Excel function to lookup and retrieve data from a specific row in table. The “H” in HLOOKUP stands for “horizontal”, where lookup values appear in the first row of the table, moving horizontally to the right. HLOOKUP supports approximate and exact matching, and wildcards (* ?) for finding partial matches. | <urn:uuid:179f3e06-31dd-496d-bc6b-91ea81d26790> | {
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BY GREG ROSENBERG
WASHINGTON, D.C. - "Everyone is equal before the law and has the right to equal protection and benefit of the law.... The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth."
So states the Bill of Rights in South Africa's new constitution, signed into law by president Nelson Mandela December 10.
Registering the democratic gains achieved through decades of struggle by millions of South African workers and rural toilers, the document codifies the abolition of apartheid law and entrenches rights that can be used to push forward the democratic revolution.
The constitution is now the highest law in South Africa. With the December 10 signing ceremony, witnessed by a crowd of 4,000 people at Sharpeville, the Bill of Rights took immediate effect. The rest of the document's provisions are to be phased in over the next few months.
The location was symbolic. It was at Sharpeville, in 1960, that the police of the South African racist regime slaughtered 69 people protesting apartheid's "pass laws" -drawing a world outcry against white minority rule.
"By our presence here today, we solemnly honor the pledge we made to ourselves and to the world, that South Africa shall redeem herself and thereby widen the frontiers of human freedom," said Mandela during the signing of the constitution.
"A government of one nation," remarked Morris Goba from his post in the bleachers. The 16-year old high school student was referring to the conquests achieved in the battle to overturn the apartheid state - and build for the first time a South African nation in which all are citizens and equal before the law, regardless of race.
The Bill of Rights sets forth the need for affirmative action by and on behalf of the most oppressed South Africans. "To promote the achievement of equality, legislative and other measures designed to protect or advance persons, or categories of persons, disadvantaged by unfair discrimination may be taken," it states.
The Bill of Rights also codifies the principle of land reform, leaving the door open to action by working people in the countryside not only to press for the return of land stolen from them by the apartheid regime, but also for obtaining access to agricultural land for all those who want to farm. It specifies that no provisions of the constitution "may impede the state from taking legislative or other measures to achieve land, water and related reform, in order to redress the results of past discrimination."
"Health care, food, water and social security," are also described as rights to which all South Africans are entitled to access by law. "No one may be refused emergency medical treatment," the document stipulates.
"Everyone has the right to a basic education, including adult basic education," asserts the Bill of Rights. Moreover, "Everyone has the right to receive education in the official language or languages of their choice in public educational institutions." The constitution establishes 11 official languages and places them all on equal footing before the law: Pedi, Sotho, Tswana, Swati, Venda, Tsonga, Afrikaans, English, Ndebele, Xhosa, and Zulu.
The democratic sweep of the constitution is consistent with legislative measures taken by the African National Congress-led government to raze apartheid's maze of oppression. These steps include outlawing the death penalty, establishing free primary health care for all, creating a unitary system of education, establishing access to abortion for all women on demand during the first trimester of pregnancy at state expense, and advancing initial measures toward land restitution and reform.
The constitution replaces the interim document that had been in place since April 1994. Negotiations between the ANC-led democratic movement and the apartheid regime began in 1990, leading to the country's first nonracial elections in 1994.
The constitution was approved by the national parliament in May 1996. The Constitutional Court objected to several secondary elements of the document, sending it back for revisions. The week before it was signed, the court gave its final approval.
In other developments, Mandela announced December 13 that the cutoff date for applying for amnesty for political crimes committed under apartheid would be extended to May 10, 1997. The deadline had earlier been December 14. In addition, the cutoff date for crimes for which amnesty may be applied for has been moved from December 1996 to May 10, 1997.
The South African president called the announcement "one of the most difficult decisions I have had to take."
He remarked further that if it had been up to him alone, he would not have agreed to the extensions. Mandela said that after being lobbied by Alex Boraine, deputy chairman of the Truth Commission, and right-wing Freedom Front leader Constand Viljoen, the decision was necessary to "further consolidate nation building and reconciliation."
Front page (for this issue) | Home | Text-version home | <urn:uuid:5883794d-d2cd-4369-9821-dc54bce57337> | {
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Public transport by rail or tram has over the last decade become a popular way of transportation. The number of passengers taking advantage of a comfortable and safe ride is constantly rising which calls for higher train speeds and shorter stop intervals, exposing the rail- and tramways to extreme mechanical stress.
Unavoidably wearing out in time, not only annoying, but also dangerous, defects start tweaking in. A new and systematic maintenance solution (Fig. 1) supports the monitoring and maintaining for rail- and tramways.
Fig. 1: A systematic rail maintenance concept includes measuring, locating, planning and fixing rail defects.
Analog Devices Blackfin processors and National Instruments LabVIEW plays a central in the system, securing all measurement and field-data correctly to be stored for immediate action. The result is clear, much longer operation times between exchanging rails, ensuring the public transport service a more economic and successful evolution than ever before.
Railway Tracks "Under the Hood"
When new rail- and tramways are laid out, high quality assurance verifies correct track positions prior to concreting. Some time after installation, several defects start to tweak in to the rail parameters (Fig. 2) during the daily operation.
Fig. 2: Rail parameters are divided into track geometry, longitudinal profiles and cross-sections.
This is due to the mechanical contact between the wheels and the rails in relation with a highly complex dynamic spring-mass model ranging from the train chassis to the railway underground. The defects, their critical parameters and tolerance windows are classified by railway engineering standards .... It's the goal of this rail maintenance program to deal with the irregularities but keep them to acceptable levels.
Rail Track Geometry
The track gauge is the distance between two rails and responsible for the so-called "sinusoidal ride" of the train. This keeps the spot where the wheel and rail meet constantly moving to minimize wear-out.
Variances in the track inclination can make passing trains shake and shudder. Mostly caused by giving way of the railway underground, inclination defects can also be kicked off by surface irregularities such as corrugations and holes. Systematic inclination profiles are however necessary to minimize accelerating forces to the passengers when a train is riding in and out of a curve. A correct track-to-track distance prevents any chance of collision when trains are crossing at high speed.
Longitudinal Surface Profiles
Cracks and breakouts are among the most feared since they can lead to catastrophes such as derailing. Corrugations on the other hand are wavy irregularities with a characteristic wavelength between 20 to 100 mm and are annoyingly noisy when their amplitudes exceed 0.05 mm. From 0.3 mm peaks however the vibration can leave irreversible damage to the railway bed.
It's also in their nature to move along the rails and scientists still debate where they originate. Single holes are mostly generated by turning or jumping wheels and follow the mathematical equation of a polynomial. They're responsible for the sudden bumps on a tramway ride. Regular bumps that are often experienced on older railways are due to the welding interfaces of the 18-m railway sections.
The head geometry of a newly installed rail follows an exactly calculated contact geometry which optimizes the critical wheel-to-rail interface. The shape consists of tangential lines and specific radii allowing the wheel to economically and smoothly roll off with a safe horizontal guide. | <urn:uuid:3ca6edd0-73f0-4763-9bde-e8cc071294a0> | {
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Dec 09, 2023
CDA 138 - Building Parent and Classroom Connections 3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods
Analysis of the specific attitudes, philosophies and practical techniques in building relationships with families for teachers. Includes families today, overview of family involvement, benefits of and barriers to teacher family partnerships, at the beginning with parents and children, informal communications with families, parent teacher conferences, home visits, families in the classroom, community involvement, working with families from diverse backgrounds and families in particular circumstances, resolving troublesome attitudes and behaviors, and parent involvement programs that work.
Information: All CDA courses require college-level reading and writing.
Course Learning Outcomes
- Explain the family and community factors that influence the relationship between parents and teacher/caregivers (NAEYC 1b, 2a).
- Explore and describe ways of supporting and empowering families and communities in the child’s development and learning (NAEYC 1a, 2b, 2c, 5c).
- Discuss the program’s philosophy, policies, practices and curriculum with respect to implementing positive relationships and supportive interaction techniques with parents (NAEYC 1b, 1c, 2b, 4a, 5c).
- Identify challenges facing a diverse population and some community resources to assist families in meeting those challenges to promote positive outcomes (NAEYC 2a, 4a, 5c).
- Identify a variety of techniques for resolving cross-cultural communication conflicts (NAEYC 2a, 2b, 2c, 6b, 6d).
- Promote family involvement practices that honor diversity of culture, language, abilities, and economics (NAEYC 2a, 2b, 2c, 6b, 6d, 6e).
- Family and Community Influences
- Demographics of modern families
- Overview of Family Involvement
- Perspectives on family involvement
- History of family involvement in the schools
- Research on child development as motivation to include parents
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Full Academic Year 2018/19
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Many people think that bouldering is more challenging than rock climbing, but many of the same techniques are involved. Bouldering involves standing on tiny cushions and rocks while moving up, which is much more complex than rock climbing (which often involves moving through more air than rock). However, the boulders make it possible for you to balance better on the small surface area of the boulder, which gives you a huge advantage when trying to move up. Some boulders are very easy to climb, but some can be pretty challenging. The fact that climbing is often done in a gym makes things easier, but moving up a boulder should not be any more complicated than rock climbing with the proper technique and equipment.
Defining Rock Climbing and Bouldering
It is a form of rock climbing that does not require ropes or any other safety equipment. That means that it can be practiced nearly anywhere, though it is most commonly done in a gym where the boulders can be set at the perfect height for climbers to practice. The process involves moving up the boulders as quickly as possible, often going from one to another without stopping. Since there is no safety equipment, climbers are more likely to fall, which is why speed and agility are so important. Climbers must move quickly from point to point to save themselves from a potentially dangerous fall.
On the opposite hand, rock climbing uses ropes and other safety equipment to prevent injury when falling. Most rock climbing also involves climbing up rocks with the help of specific holds instead of just standing on enormous rocks that are placed at even heights for practice purposes. Rock climbing often involves traversing, which means that climbers have to move up one side of a rock and then down the other side. That requires more time and focus than bouldering but does not carry quite as much risk.
How Bouldering Differs from Rock Climbing
The critical difference between climbing and bouldering is that rock climbing is done on massive rocks while bouldering is done directly on the boulder. Another way that climbing differs from bouldering is the equipment. Rock climbing involves rope and more complicated safety equipment, which makes it safer. Bouldering is a lot riskier.
However these boulders are, boulder climbing is still considered a sports activity. It may have some security measures but is still considered dangerous when climbers do not know what they are doing to make it to the top of the boulder, and even at the end of this sport, they will take a short rest before doing more climbs.
Bouldering can be done by rock climbers who are old and want to have a new challenge or test their skills. It is a passive sport and requires no effort on the part of the climber. Moreover, it is the most accessible indoor and outdoor climbing activity, so it has acquired enthusiasm among young people who want to have a good time at home.
Rock Climbing vs. Bouldering
Both rock climbing and bouldering require a little bit of skill, and you can get some good at both without too much risk. However, bouldering is a relatively safe alternative to rock climbing. It may be simpler because the rocks are smaller, but rock climbing gets more challenging as the difficulty progresses. As for which one is better, it depends on your needs; You should take both your skill level and the terrain into account. With boulder climbing, you can climb on almost any surface, while rock climbing is done chiefly on rocks.
Rock Climbing vs. Bouldering – Dangers
One thing that is the most significant danger for both rock climbing and bouldering is that the climber has to constantly monitor her/his safety while taking risks with these extreme outdoor sports. It means that these sports are physically demanding as well as very addictive. If you make a mistake while climbing or bouldering, you might fall.
Rock Climbing vs. Bouldering – Sporting Rules
Bouldering and rock climbing are both sporting activities, but they have different rules. Rock climbing is governed by the United States Climbing Association (USCA), a member of the International Federation of Sport Climbing (IFSC). As for bouldering, there is no governing body that regulates it. However, since there are no strict standards concerning bouldering, you should ensure that you know your safety and that of your fellow climbers.
Here are the basic rules of rock climbing:
- Climbers must use a harness and a helmet at all times.
- Climbers cannot fasten a rope to their harness.
- Climbers must only use natural rock formations. Artificial rock formations must be displayed and no longer than five meters in length.
- Climbers must not climb more than 100 meters in one trip. However, if you are climbing with someone else, you can climb as high as 150 meters.
- Climbers must not take more than 15 minutes for their ascent if they are climbing alone or with one other person.
Techniques for Bouldering
Knowing how to climb safely and quickly is crucial. Therefore, a lot of climbing techniques are used, including:
Using the hips
When moving upward, you need to move your hips as much as possible. That will help create small pockets that will help you stay on the boulder even if you lose your balance. While this is especially true for giant boulders, One can also do it on smaller ones.
Use your feet first.
Keeping your toes on the rock as much as possible will ensure that you don’t fly off unexpectedly. In losing your balance, it’s also much better to fall with your feet than with your hand.
Getting a good starting position
Bouldering often involves jumping from one boulder to another, which means that you need to be sure about the starting position. Otherwise, you could end up nowhere near the next boulder, which would make the climb more difficult.
Focusing on the next move
Some people tend to fall all of the time, making it very difficult to climb. Instead, you need to grab a hold and focus on the next move. That should help you climb with ease.
Using your hands
While climbing with your hands is not the best way to do it, sometimes it is necessary for some climbers. In these cases, you need to be sure that you have a good grip on the rock, or you might fall before even reaching the top.
Sometimes bouldering involves a bit more than going up. That means that you also need to know how to climb down safely if the route requires it.
For the best results in this sport, it is best to pay close attention to the advice presented in this article. Bouldering is not easy to master, but even those just starting should know what it takes to succeed. You should then be able to enjoy bouldering without putting yourself at risk of injury or death.
If you practice bouldering for long enough, you might even qualify yourself as a professional climber.
Techniques for Rock Climbing
Perhaps you’ve already experimented with some of the tips mentioned here, and you now want to know how to go about rock climbing. As mentioned, the first thing you need to learn is something called crack climbing. That is when you use a crack or fracture in the rock as a way to climb up. Some cracks can be big enough for most people to fit their bodies inside, but others might be too small for even a small child. If the crack is not wide enough, You should never use it for climbing. Instead, you can practice by trying to fit yourself inside the crack without falling.
Next, you need to learn how to use holds and footholds. You must pay attention to this step because it can help you find a better position. It’s probably simplest to start by practicing with small stones or even pebbles of various sizes, on which you can try out different climbing positions.
Once you have mastered the basic climbing techniques, you can start climbing on actual rocks. Learning how to do it on a training wall will require much more effort, but it can help you use most of your strength to get up the rock.
Risk vs. Reward
When you are a beginner in rock climbing or bouldering, you might not be aware of risk vs. reward. Unfortunately, while climbing on a rock is fun and challenging, it is also dangerous and has many downsides.
For example, if you fall from your position while climbing, you might very well end up hurting yourself. You might also fall more than 50 feet if there is no tree to break your fall.
Don’t be reckless with your life when practicing this activity because it could end up as a fatal accident if you do not know what you are doing.
Benefits of Rock Climbing and Bouldering
There are a lot of benefits to rock climbing in general. For example, it will help you develop better muscle tone and strength. It will also improve your endurance and coordination. When you get good at climbing, it will even help you improve your confidence. That is because when you can climb mountains, nothing else can seem like a challenge. You might even get good enough that people will want to watch you climb or offer to donate money for your climbing equipment.
Rock climbing is an effective way to spend time with friends and family. It can also be a good bonding experience for you and your children.
Bouldering is an even better way to enjoy nature and get some exercise in the process. Once you know what you are doing, it should be much safer as well. As long as you follow all of the rules and use common sense, there should not be any problem enjoying this sport.
Warnings for Beginners
If you are still a beginner in rock climbing or bouldering, you should not be reckless. Even though many people try to do it without any training, that is not a good idea. When you are just starting, you must follow the instructions provided here. Otherwise, you could end up in real danger and end up breaking your bones.
What Climbers Need
Climbers need different equipment for their climbs. That is because each climb is different, and some require different kinds of clothing as well. For example, bouldering requires very few supplies because A climber can do it with just a good pair of shoes. The same can be said about top-roping because it usually does not ask any more than ropes and harnesses.
If you plan on solo climbing or trad climbing, however, you will need at least 200 feet of rope per person, as well as a few ascenders and descenders along with some pickets. Rock climbing routes also tend to require anchors, as well as some protection.
Additionally to outdoor climbing, you should also invest in a good pair of climbing shoes. There are many different kinds of shoes available for rock climbers on the market today, depending on your needs and preferences. As long as you find a good pair of shoes that fit your feet and provide enough support for your ankles and toes, you should be good to go for further rock climbing adventures.
If you want to find an excellent place to practice rock climbing, check out these beginner climbing websites. That way, you will be able to practice without any equipment and worry about its safety.
Is Bouldering Hard for Beginners? – Important Tips for Bouldering
If you are starting in bouldering, make sure that you are not going too fast or reckless. When you climb on a boulder, you should start small and try out different routes before moving up to more challenging problems. That is essential because it gives you plenty of time to learn how to do it properly.
Make sure that you try out the routes while you are alone. That way, if something goes wrong, no one else will be hurt or get involved in the incident.
It is also essential that you do not feel tired before attempting to climb a boulder. Tired muscles are not good because they tend to be weaker and might make the climb more complicated than it is. You should also warm your body up before you start climbing because that will make it easier to climb and recover from the climb.
When choosing a boulder to climb, make sure that you check its location before trying it out. Many boulders have been moved by nature to different locations and might not even be stable anymore! That is why you should check with the right people or go to a place where they know about bouldering, such as at a climbing gym.
You can also check for the weather before deciding to climb on a boulder. Ensure that the ground is dry and there are no leaves or other natural debris around that could cause you to slip during your climb.
As you become more experienced, you can start going for more challenging boulders. When applying these techniques, make sure to practice common sense and follow the rules.
Other Types of Climbing
You can engage in different types of climbing. For example, there are top-roping and lead climbing, but there are also bouldering and outdoor climbing.
When someone says outdoor climbing, they mean Adirondacks in New York or Joshua Tree in California because they have developed into great locations for rock climbing. Climbing outdoors requires special equipment, including ropes to climb up ledges made by nature. In addition, outdoor climbing usually involves traversing up a mountain because that is the only way to go up.
Top-roping is similar to outdoor climbing. It involves hiking around a mountain, and you should use protection like top ropes to ascend the mountain.
Solo climbing usually refers to people going up a mountain independently without any help from anyone else. It is a dangerous activity because you are entirely in charge of yourself. You cannot expect anyone to help from down below or anything like that.
Trad climbing is a type of climbing that became popular years ago. It involves building a kind of ladder or rope for people to climb. However, it is typically done with a partner, so it does not require much training or experience. To climb the rope, you should have someone climbing behind you.
Social climbing is like solo climbing in that you are on your own. However, this form of climbing requires some profound expertise and skills because the terrain is usually uneven. You also need a solid rope to pull yourself up the mountain, and you should get professional advice before attempting this activity.
Rock climbing and bouldering are all related to the topography, where there are areas for tall or small rocks. The difference is bouldering does not need a rope or harness, just a mat, and some equipment. On the opposite hand, rock climbing does need those two things.
One way to have fun with their friends is to try rock climbing or bouldering. These activities have gained some appreciation from people worldwide as they are more sports than just hobbies. Of course, the excitement experienced by one can only know it with their own body and mind, but still, many people can participate in this sport for the adrenaline rush that never ends. | <urn:uuid:daf8e0e8-f496-4009-be0d-1c86dbe25e7c> | {
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Back to School: How to Stop the Cycle of Bullying
- Tuesday, August 30, 2011
Q: Bullying isn’t just something that kids have to deal with while they are in school. What are some of the lasting effects of bullying?
A: Studies show that targets of serial bullying have greater difficulty forging lasting adult relationships. Specifically, they struggle greatly with trusting others, anger management, and especially resentment, which is one of the negative emotions that tether people to drug and alcohol abuse. A recent letter from the mother of an adult bullying survivor (ABS) puts a face to the under-reported problem. “Can you help my son? He has lots of anger, difficulty with social interaction and relationships, deep-seated resentment, self-hatred, is haunted by guilt and shame, and retreats into obsessive behavior when hurting.” Some never fully recover from what happened to them.
Q: Many targets of bullying don’t speak out about it. How can parents tell if their child is one of them--or if their child is a bully?
A: Common signs of bullying include sudden outbursts of anger where they didn’t exist before, unexplained injuries, torn clothing and unexplained missing or broken personal items. A sudden drop in academic performance, a lack of interest in school and a desire to miss or leave school are also indicators.
Signs that your child is bullying are harder to ascertain. Signs could include how your child speaks about other people as if they aren’t fully human. One of the universal words used by bullies to describe others is that the targets of their disdain are “animals.”
Serial bullies will eventually be discovered, so look for patterns. They are adept at explaining away their behavior as “No big deal,” “I was just playing around,” and how the target is “such an idiot--no one likes her anyway.” If officials come to you and tell you that your child is suspected or guilty of bullying, your child is probably a bully.
Q: You say that the traditional ways of solving the problem by trying to reform bullies are ineffective. What’s the right way?
A: Unfortunately, serial bullies are not easily reached through appeals to peace, love and understanding. They listen to power, limits and consequences. They need to see that the pain of continuing to abuse others is worse than the pain of giving it up. So bullies need to know why stopping is good for them. Explain to them that statistics show that they are headed for a life of crime if they don’t stop, as well as broken relationships and drug and alcohol abuse.
Ultimately, serial bullies do not need more self-esteem. They need greater humility and humility is expressed by apologizing to their target(s).
Q: How can kids stand up to being bullied?
A: Since most bullying is verbal, they need to learn how to handle verbal attacks. They need to learn to appear more confident and assertive. And sometimes this means not responding to bullying and pretending that it doesn’t bother them. Bullies want a public display of pain, anguish and humiliation. Help your child learn how to not give this to them. And sometimes assertive but non-violent verbal comebacks are appropriate. One is, “Whatever.” It’s dismissive without escalating the dialogue. And it’s short. Bullies want a long, drawn out response. Don’t give it to them.
Martial arts can be effective as well in ways that some don’t realize. Instead of drawing a child into physical battle, martial arts can actually help a child carry himself or herself with greater confidence and self-assurance. It can help them put off a different “vibe” around peers, making them less likely to be bullied.
Q: 85% of bullying takes place in front of someone else. What role do bystanders play in bullying?
A: Bystanders have the most potential power of all four “characters” (Bully, Target, Authority and Bystander) in what The Protectors calls the “Theater of Bullying.” One study shows that if one bystander (they don’t have to be big or popular) stands up, using assertive but non-violent words while defending a target that the incident of bullying can end 58% of the time within 6-8 seconds. The Protectors takes this power and multiplies it by using the “Power of Two,” where two bystanders join together and defend others. This unique approach of turning bystanders into what we call “Alongside Standers” is changing schools across America and the world.
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There was no further conversation from the ancient, and though he lived long years after, he never mentioned the midnight passenger in the canoe who carried Michael away with him.
In this the ancient was in nowise unlike the rest of his dark- skinned Melanesian race.
At last, away in the middle of the day, ancient bite of wall and crumbling arches began to line the way--we toiled up one more hill, and every pilgrim and every sinner swung his hat on high
Just after noon we entered these narrow, crooked streets, by the ancient and the famed Damascus Gate, and now for several hours I have been trying to comprehend that I am actually in the illustrious old city where Solomon dwelt, where Abraham held converse with the Deity, and where walls still stand that witnessed the spectacle of the Crucifixion.
If history had retained the conception of the ancients it would have said that God, to reward or punish his people, gave Napoleon power and directed his will to the fulfillment of the divine ends, and that reply, would have been clear and complete.
Science does not admit the conception of the ancients as to the direct participation of the Deity in human affairs, and therefore history ought to give other answers.
He who is acquainted with the distribution of existing species over the globe, will not attempt to account for the close resemblance of the distinct species in closely consecutive formations, by the physical conditions of the ancient areas having remained nearly the same.
Agassiz insists that ancient animals resemble to a certain extent the embryos of recent animals of the same classes; or that the geological succession of extinct forms is in some degree parallel to the embryological development of recent forms.
There's a part of the United States of North America that used to be known to the ancients
as New England," he replied.
Professor Beecher, young and foolish, would not consent to delve into the riches of the ancient city, being too much chagrined over the loss of the idol.
It was true that Professor Beecher had tentatively engaged Jacinto, and had sent word to him to keep other explorers away from the vicinity of the ancient city if possible; but Jacinto, who did not return Professor Bumper's money, as he had promised, had acted treacherously in order to enrich himself.
Yet Horace Walpole wrote a goblin tale which has thrilled through many a bosom; and George Ellis could transfer all the playful fascination of a humour, as delightful as it was uncommon, into his Abridgement of the Ancient Metrical Romances.
In point of justice, therefore, to the multitudes who will, I trust, devour this book with avidity, I have so far explained our ancient manners in modern language, and so far detailed the characters and sentiments of my persons, that the modern reader will not find himself, I should hope, much trammelled by the repulsive dryness of mere antiquity.
According to my idea, we must see in this appellation of the Red Sea a translation of the Hebrew word `Edom'; and if the ancients
gave it that name, it was on account of the particular colour of its waters.
The deep deposit of dust which he had noticed upon the blocks as he had first removed them from the wall had convinced him that even if the present occupants of the ancient
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I've always had an idea as to how to stop tornado's, and this is my idea. The idea is that we use Jet engines mounted onto the back of trucks, or vehicles, that are capable of handling them, with them also able to handle large amounts of fuel. Jet engines are extremely powerful. The SR-71 Blackbird uses a Pratt & Whitney J58 Jet engine, that is capable of reaching Mach 3.35. Mach 3.35, is equal to 2570.352 Miles per hour. The fastest winds ever recorded in a tornado, were 318 Miles per hour, recorded in the Oklahoma City tornado, occurring on May 3, 1999. The J58 Jet engine's force completely OVER KILLS the fastest winds ever recorded in a tornado, and the J58 is just a prime example, of the many commercial grade engines available to use aswell, that could create nearly the same force. Also, it's known that just a simple commercial jet engine, has the thrust capability of ripping pavement off of a Runway, which is why aircraft seldom use maximum power taking off. What I am asking is this: If jet engines could logically become deployed in front of a tornado, and used, could it stop the tornado? Their are three main ways I would do it. The first way, is to blow the jet engine at the tornado, possibly moving the tornado away from it's destination (a populated area), and severely disrupting it's force. Another way to fight a tornado, is to point the Jet engine away from it, creating a vacuum like affect, severely disrupting the tornado aswell. The last way to fight it is to disrupt the fast moving winds that blow across the plains of tornado ally (or areas like it), to severely disrupt a tornado's formation, or existence. It's also known that a tornado needs a cold, rainy downdraft along with a warm updraft. Some suggest that heating this cold, rainy downdraft will prevent a tornado's existence. A jet engine, could also provide this heating capacity, in order to disrupt a tornado, and it's structure. I'd like this question to be answered, as the logical questions (such as how costly or how would it work), would work themselves out. These trucks would be very large trucks, possibly having an off road capability. To test the hypothesis of if this would work, small commercial grade Jet engines or Aircraft engines, could be deployed against smaller tornado's, to see if the idea would work. Then, communities facing dangers of large or super tornado's, could upgrade these Jet engines. Please give feedback, would this work? Also, if you have a logical question as to how this operation would work, please ask as well, as I will answer. Thanks! | <urn:uuid:53e6d1bd-5007-4692-b3ff-7a43621de6ae> | {
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Noise in RF Amplifiers
7.1 SOURCES OF NOISE
The dynamic range of a communication transmitter or receiver circuit is usually limited at the high-power point by nonlinearities and at the low-power point by noise. Noise is the random fluctuation of electrical power that interferes with the desired signal. There can be interference with the desired signal by other unwanted deterministic signals, but at this point only the interference caused by random fluctuations will be considered. There are a variety of physical mechanisms that account for noise, but probably the most common source is thermal (also referred to as Johnson noise or Nyquist noise). This can be illustrated by simply examining the voltage across an open-circuited resistor (Fig. 7.1). The resulting voltage is not zero! The average voltage is zero but not the instantaneous voltage. At any temperature above absolute 0 K the Brownian motion of the electrons will produce random instantaneous currents. These currents will produce random instantaneous voltages, and this leads to noise power.
Noise arising in electron tubes, semiconductor diodes, bipolar transistors, or field-effect transistors come from a variety of mechanisms. For example, for tubes, these include random times of emission of electrons from a cathode (called shot noise), random electron ... | <urn:uuid:c7838ecf-7b3b-4f0d-912e-b2380f362eec> | {
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The Puritan’s goal of coming to the New World was not to create a new life, but to create the ideal model of living for the “corrupt” inhabitants of England. This was coined “The Errand”, the Puritans desire to establish a City Upon a Hill that others could look up to and imitate in order to receive God’s grace. The Puritans failed at building their City Upon a Hill (creating a perfect religious, economic, and political community), however the long-term effects of their efforts have influenced American moral politics throughout its history. The Puritans forever had the attitude of a community that had successfully established a City Upon a Hill. The Puritan lifestyle was heavily influenced not only by religion, but also inside of that, morality.
"This is the case that everyone one of you is out of Christ..." It is true, as according to the Puritan faith, that unconverted people will go to Hell." To further convince potential Puritans, he uses another logical appeal. Edwards points out something observable, that would seemingly contradict his assertion, and debunks it. “You probably are not sensible of this; you find you are kept out of Hell, but do not see the hand of God in it; but look at other things, as the good state of your bodily constitution, your care of your own life, and the means you use for your own preservation. But indeed these things are nothing; if God should withdraw his hand, they would avail no more..." This works as a counter-argument for the fact that the audience isn't currently feeling the effects of their sins and asserts that they are going to feel them eventually. Additionally, he evokes the audience's own memories. He utilizes personal experiences, both from himself and the audience. " Those that are gone from being in the like circumstances with you, see that it was so for them; destruction came suddenly upon most of them; when they expected nothing of it, and while they were saying peace and safety; now they see..." Thus, he shows that even people who thought they were safe were at mercy to
The Puritans were selfless back then. I do not think they were selfish. They worshiped God and helped each other and cared for each other. They offered goodness to people and obeyed and followed directions. They were being selfless by helping and sharing the good things that were needed. They were doing good and helping people out and setting a good example for others. They brought hope and joy and they shared and helped each other and they were kind. It it is good when the Puritans help people and it is cool how they share everything.
The great awakening was a religious revival that occurred in the 1730s and 1740s. It started in England and then gradually made its way over to the American colonies. During this time, many different preachers and religious speakers went around and gave speeches to the people. Jonathan Edwards was one of Americas most important and original philosophical theologians who also went around and gave speeches about God and hell. One of his well-known sermon is “Sinners in the Hands of an Angry God,” preached at the meeting house in the village of Enfield, Connecticut, on Sunday, July 8, 1741, at the height of the great awakening. In this sermon, Edwards focused on the consequences of leading a sinful life, the power of God and repenting of ones sins, in order to be saved from hell. The purpose behind this piece of writing was not to terrorize or dismay the hearers, but to make them repent and believe in God again. This piece was aimed at those who lacked belief in God as well as churches. In “sinners in the hands of an angry God”, Jonathan Edwards uses different types of literary techniques, such as, imagery, metaphor, similes, repetition, and rhetorical questions to emphasize his point. His point is to scare the people and make them want to repent, which is the theme of the sermon.
It is 1741. The Enlightenment is spreading worldwide. The puritan people are leaving God. Johnathan Edwards gives a sermon on July 8th , 1741, trying to convince his fellow Puritan people to come back to God. He is going to try and accomplish this by giving his famous sermon, "Sinners in the Hands of an Angry God '. He plys many different rhetorical strategies to convince his listeners to follow his word. He uses strategies including, repetition, appeal to fear, appeal to urgency and problem solution.
It is stated in the Bible, “Thou shalt not suffer a witch to live’’ (Exodus 22:18 King James). This is presumably the reason that the town of Salem first thought of the idea of witchcraft when the girls were ill. Salem was a very religious town, following the Bible in every way they could, so when there was talk of witchcraft, they followed what they were taught and what they believed in which was not allowing a witch to live.
In search of religious freedom a group of devout Christians sailed across the ocean only to come across a new land, radically different from the one they left behind. From the initial journey, to the formation of the colonies, and finally their complicated relationship with “non-believers” Puritans strongly held religious convictions has played a key role in all of this.
If you were to ask someone why is it that they stop at a red light, they’re response would most likely be “I don’t want to break the law and go to jail.” The reality is that we must obey the law not because of the fear of going to jail, but to create order in preventing a harmful outcome. Our government instills fear in our society to follow the law because that is the most effective way to dominate our behavior. “Sinners in the Hands of an Angry G-d”, delivered by Jonathan Edwards, a strict Puritan priest, is remembered as the most famous sermon ever preached on American soil. Today it appears in almost every anthology American Literature and stands alone as the only sermon included. It is an amazing text to the modern air even those who absorbed
The Puritans in the 1600s had a very important influence in the development of the New England colonies through the 1660s their ideas, values; political, economic and social development would have a lasting effect on the region. The values of the Puritans were greatly rooted in the idea that man was evil and that God alone would save us. By creating this town upon the hill God will reward them for their efforts for trying to reform the Anglican Church. Politically the Puritans were a semi-theocracy that would only allow those who were part of the church to vote. Economically they brought a lasting effect based on their hard work ethic. They believed God was challenging them and they had to exploit the land to their advantage. The Puritans also
"Fear is an instructor of great sagacity and the herald of all resolutions."- Ralph Waldo Emerson. “Sinners in the Hands of an Angry God,” was a sermon written and delivered by American reverend Jonathan Edwards in 1741, and was an outstanding example of the potentially dominant convincing powers of the use of Rhetoric. The sermon, even when read silently, is effective in projecting a specific interpretation of the wrathful nature of God and the sinful nature of man. In crafting his highly effective sermon, Edwards utilizes his authority as a man of God and as an interpreter of the scriptures, a logical and direct organization of arguments, and violent imagery to convince his audience of the vengeance of God against man.
More than 80% of Americans have Puritan ancestors who emigrated to Colonial America on the Mayflower, and other ships, in the 1630’s (“Puritanism”). Puritanism had an early start due to strong main beliefs that, when challenged, caused major conflict like the Salem Witch Trials.
The New England had very little fertile land, with extreme weather and rocks frozen to the dirt making agriculture hard. In time, they would create a diverse agricultural system to create food for its inhabitants which included fishing as the citizens became top notch shipwrights. So, it turned to industrial endeavours due to the high number of raw resources in the region. The higher population, due to the fertile nature of the inhabitants, could easily support the growing industry of New England. Due to its isolated location with possible enemies surrounding them, the Puritan beliefs tied the families of New England together and united them. This unity under Puritan beliefs is one of the reasons why much of New England called for an end to
Jonathan Edwards’s sermon “Sinners in the Hands of an Angry God” and Anne Bradstreet’s “Upon the Burning of Our House” seem at first glance quite similar to one another regarding context, however, after taking a closer look, it becomes apparent that there are some substantial differences. These differences cannot be understood without the knowledge of cultural context concerning the Puritan belief system and their lifestyle.
Puritans, were a group of English reformed protestants in the 16th and 17th century New England colonies. Their main objective was to “purify” the church of England from Catholicism. Puritanism didn’t just define the religion of the New England colonies, it was something that flowed through every aspect life. Religion was seen as the basis and foundation for everything. For every action, there was a religious justification. Their art, literature, and culture, was always inspired by, and made for God. There was little focus on the self with Puritan beliefs, everything was done for the glory of God, so they could honor him in every part of life. They believed that all people were meant to sin naturally, but by adhering to the divine
In Aristotle’s Nicomachean Ethics, he outlines the different scenarios in which one is responsible for her actions. There is, however, a possible objection which raises the possibility that nobody is responsible for their actions. Are we responsible for some of our actions after all? If so, under what circumstances? Based on an evaluation of Aristotle’s arguments and the objection that stands against it, people are responsible for voluntary actions and involuntary actions whose circumstances or particulars they themselves have caused. | <urn:uuid:1d720676-7f0d-4756-8c26-d4674ceb14fa> | {
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Researchers of the Chemical Engineering department and the Kavli institute of the TU DElft have demonstrated that electrons can move freely in layers of linked semiconductor nanoparticles under the influence of light. This new knowledge will be very useful for the development of cheap and efficient quantum dot solar cells.
The researchers published their findings on September 25 on the website of the scientific journal Nature Nanotechnology.
Cheap and efficient
The current crystalline silicon solar panels are expensive to produce. Cheaper solar cells are available, but these are inefficient. For example, an organic solar cell has a maximum efficiency of 8%. One way of increasing the efficiency of cheap solar cells is the use of semiconductor nanoparticles, quantum dots. In theory, the efficiency of these cells can be increased to 44%. This is in part due to the avalanche effect, demonstrated by researchers from TU Delft and the FOM Foundation in 2008. In the current solar cells, an absorbed light particle can only excite one electron (creating an electron-hole pair), while in a quantum dot solar cell a light particle can excite several electrons. The more electrons that are excited, the greater the efficiency of the solar cell.
Bookmark this page for “Linked Nanoparticles” and check back regularly as these articles update on a very frequent basis. The view is set to “news”. Try clicking on “video” and “2” for more articles. | <urn:uuid:e7a779e0-9431-4985-94fc-503d14629b93> | {
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Giuseppe Verdi Fact Sheet: Who was Giuseppe Verdi? The following short biography and fact sheet provides interesting facts about the life, times and history of Giuseppe Verdi.
Giuseppe Verdi Fact File: Lifespan: 1813 – 1901 *** Full Name: Giuseppe Fortunino Francesco Verdi *** Occupation: Italian Composer *** Date of Birth: Giuseppe Verdi was born on October 9th 1813 *** Place of Birth: Giuseppe Verdi was born in Le Roncole, near Busseto in the First French Empire *** Family background: His father was Carlo Giuseppe Verdi and his mother Luigia were of very modest means, his father being an innkeeper and his mother a spinner *** Early life and childhood: He grew up with his sister Giuseppa but she tragically died at seventeen years of age *** Education: Giuseppe Verdi received private tuition from the age of four in Italian and Latin from Baistrocchi, the village schoolmaster and later attend the local school ***
Giuseppe Verdi Fact 1: Giuseppe Verdi was born on October 9th 1813 and during the 19th century period in history when many empires across the globe collapsed, the Spanish, first and second French, Holy Roman, Mughal and Chinese but the British and Russian Empires, the United States and German Empire where on the rise.
Giuseppe Verdi Fact 2: Verdi displayed a natural aptitude to music and also joined the local church initially servicing in the choir, then as an altar boy and all the time taking organ lessons until his teacher, Baistrocchi died and Verdi took over teacher at eight years of age and was duly paid to do so.
Giuseppe Verdi Fact 3: By 1823 when Verdi reached ten years of age, his parents made arrangements for him to attend a school in Busseto and by the time he was eleven he was being schooled in Latin, Italian, rhetoric and humanities.
Giuseppe Verdi Fact 4: In June of 1827 Verdi had graduated from school with honors and was then able to devote himself solely to his music studying with Provesi.
Giuseppe Verdi Fact 5: By 1829 he had become the leader of the Philharmonic.
Giuseppe Verdi Fact 6: Barezzi and Demalde both commented that "He shows a vivid imagination, a philosophical outlook, and sound judgment in the arrangement of instrumental parts."
Giuseppe Verdi Fact 7: In late 1829 Provesi proclaimed he could teach Verdi no more. During that time Verdi had been teaching Margherita, Barezzi’s daughter the piano and giving her singing lessons, they were also secretly engaged.
Giuseppe Verdi Fact 8: Although he had original had his sights set on attending the Conservatory in Milan, his application was denied so instead Barezzi arranged for him to become a pupil of Vincenzo Lavigna in a private capacity.
Giuseppe Verdi Fact 9: Vincenzo insisted Verdi get a subscription to La Scala and in the meantime he acquainted himself with the Milanese music community.
Giuseppe Verdi Fact 10: Before very long Verdi found himself acting as the rehearsal director as well as the continuo player for the Societa Filarmonica.
Giuseppe Verdi Fact 11: In 1834 he had become the director of Busseto school with a contract for three years.
Giuseppe Verdi Fact 12: Margherita and Giuseppe married and in quick succession had a daughter Virginia and a son Icilio, sadly both children died in infancy. Shortly after the death of their children, Margherita also died suddenly leaving Verdi completely devastated by his loss.
Giuseppe Verdi Fact 13: Having had a small success with his first opera, Oberto, Bartolomeo Merelli, the impresario of La Scala, commissioned him to produce three further operas. His next opera, which he had been working on when his wife passed, was a complete disaster and so distraught was he, he promised never to compose again.
Giuseppe Verdi Fact 14: Merelli would persuade him to keep going and slowly, slowly he began to make progress on new material for Nabucco. After the success of this opera, Verdi found much solace in his work, he went on to produce another twenty nine operas for La Scala.
Giuseppe Verdi Fact 15: He decided to settle permanently in Milan and became close friends with Countess Clara Maffei’s.
Giuseppe Verdi Fact 16: As his popularity grew and his finances improved he began to invest his money wisely in land and property. Securing a home for his parents he later purchased Palazzo Cavalli on the via Roma in Busseto’s main street and in 1848 he purchased land and houses which had previously belonged to his family at Sant’Agata. Here he would build his own house which would be completed in 1880. The villa would later become known as Villa Verdi.
Giuseppe Verdi Fact 17: In 1844 he took on a pupil, Emanuele Muzio, only eight years his junior and he would become Verdi’s only pupil and relied on him enormously.
Giuseppe Verdi Fact 18: Verdi me Giuseppina Strepponi in 1843 and would continue for many years. By 1849 the couple were pressed to leave Paris because of an outbreak of cholera and so went to Verdi’s villa in Bussetto where he continued to work.
Giuseppe Verdi Fact 19: Family relations would become quite strained as Verdi and Strepponi were opening living together without marriage and this was causing great difficulties both within the family and within the local community and making Giuseppina very unhappy. The couple finally married in August of 1859.
Giuseppe Verdi Fact 20: By 1859 Verdi began to actively take an interest in Italian politics. He became a member of the new provincial council and was one of five members who would meet King Vittorio Emanuele II in Turin. He also became a member of the Italian Senate.
Giuseppe Verdi Fact 21: He continued to work and also to look after and build on his property in Bussetto.
Giuseppe Verdi Fact 22: In his later life he produced such works as Otello and Falstaff both premiered at La Scala. He also built and endowed a rest home for those musicians that had retired in Milan.
Giuseppe Verdi Fact 23: Giuseppe Fortunino Francesco Verdi died on January 27th of 1901 aged eighty seven, having suffered a stroke a week earlier. His body was finally laid to rest in the crypt of the Casa di Riposo.
Influence & Legacy of Giuseppe Verdi: Versi's undying legacy is the music and performances of his operas that are still in production today and are watched and listened to by many thousands of people.
Short Facts about Giuseppe Verdi for Kids
The above short facts detail interesting information about the life, milestones, history and key events that occurred during the life of this famous character. A fast, simple way to present a short biography of Giuseppe Verdi with important dates and info that provides details such as the date of birth (birthday), place of birth, education, family, work and career. An ideal educational resource for kids, schools, teachers and social studies. | <urn:uuid:300de2b4-f7df-4fcf-bedd-059916adaf70> | {
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Parasite eggs in old toilet came from pork eaten 1,300 years ago
Nara Prefecture–Denizens of the Asuka Period (592-710) feasted on pork and may have done so routinely, archaeologists deduced from parasite eggs excavated from a toilet structure found in the ruins of the ancient capital of Fujiwarakyo.
The eggs, which serve as scientific evidence of pork consumption because humans are infected with parasites after eating undercooked pork, are one of the oldest findings in the country, researchers from the Archaeological Institute of Kashihara, Nara Prefecture, reported.
It is possible that immigrants from the Chinese continent ate pork regularly, they added.
The institute excavated the ruins of Fujiwarakyo, which served as the imperial capital between 694 and 710 in Sakurai, also in the prefecture, in the year ending in March 2019. It found a toilet structure in the northeast of the remains of the Fujiwara no Miya palace, the centerpiece of the capital.
Masaaki Kanehara, a professor of environmental archaeology at Nara University of Education who also serves as a collaborative researcher at the institute, and his wife, Masako, head director of the Cultural Assets Scientific Research Center, a general incorporated association, analyzed soil samples.
According to the researchers, there were five egg shells found in the soil. The eggs were apparently laid by a parasite known as a pork tapeworm, which infects humans when they eat pork.
Although bones of boars or pigs possibly raised by humans had been found when the institute conducted a survey at Fujiwarakyo in the year ending in March 2001, no pork tapeworm eggs were discovered at the time.
Similar parasite eggs had also been found in toilet structures of the ruins of Korokan in Fukuoka, which is referred to as the “ancient guest palace,” and Akita Castle in Akita. Both structures apparently date to the Nara Period (710-784), meaning that the eggs were younger than those found at Fujiwarakyo.
Previously, what appeared to be pig bones were found from an archaeological site dating back to the Yayoi Period (c. 1000 B.C.-250 A.D.). But parasite eggs provide more direct evidence for pork consumption.
Professor Kanehara said that the parasite eggs were excreted by humans after they ate undercooked pork. It is also possible that they ate pork on a routine basis because the eggs were found in the remains of the toilet facility used on a daily basis.
In the late seventh century, just before Fujiwarakyo, believed to be Japan’s first full-scale capital laid out in a grid pattern on the ancient Chinese model, was built, the Baekje and Goguryeo kingdoms in the Korean Peninsula both were conquered. It is thought that many of the emigrants fled to Japan.
The parasite eggs show that people who came from the food cultures of the Chinese continent and Korean Peninsula lived in Fujiwarakyo, the institute said in its report released in the spring.
“(The parasite eggs) are important pieces of information to shed light on a meat-eating culture in the history of eating habits in Japan because many facts about pig breeding and the regular consumption of pork at the time remain unclear,” said Masashi Maruyama, an associate professor of zooarchaeology at Tokai University’s School of Marine Science and Technology who studies the history between humans and animals from the standpoint of archaeology.
“Unlike cows and horses, pigs don’t require pastures. It is quite possible that they were bred inside Fujiwarakyo.”
‘CIRCUMSTANTIAL EVIDENCE’ OF PORK CONSUMPTION
Various pieces of “circumstantial evidence” indicate that pork had also been consumed even in older times.
Excavated from a Yayoi Period site in Oita was what appeared to be a pig skull. With similar bones also having been unearthed at other Yayoi Period ruins, they are collectively referred to as the “Yayoi pig” to differentiate them from wild boars. It is possible that there were people who raised pigs and ate them.
Meanwhile, the word “ikainotsu” is mentioned in one section in “Nihon Shoki” (The Chronicles of Japan), a book of classical Japanese history compiled in the eighth century, which is dedicated to the period of time when Emperor Nintoku reigned. It suggests that there were people whose jobs were to breed boars.
Another entry shows that the meat from cows, horses, dogs, monkeys and chickens were forbidden from consumption in 675, just before the capital was relocated to Fujiwarakyo. However, there are no direct mentions of pigs and boars. The practice of eating animal meat became increasingly shunned with the spread of Buddhism, which prohibits killing.
However, according to Maruyama, the meat of pigs and boars were eaten in Edo (present-day Tokyo), Osaka, Hakata and Nagasaki’s Dejima island, on which the Dutch trading post was located, in the Edo Period (1603-1867). Animal bones were also excavated from historical sites in each region.
The Tokyo-based Japan Pork Producers Association states on its website that pig and boar breeding became widespread in Japan after techniques were presumably brought into Japan by immigrants from the Chinese continent and Korean Peninsula between 200 and 699.
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Defeating the Mexican Army
Despite its losses in New Mexico and California, and on its northern front, Mexico refused to surrender. To finish the war, President Polk followed the advice of his general in chief, Winfield Scott, and sent an army to capture Mexico City. He chose Scott himself to make an amphibious landing at Veracruz and then follow the path Hernando Cortés took centuries earlier when he defeated the Aztecs. Scott planned and executed a brilliant campaign, in which he consistently defeated larger forces through superior tactics and bold maneuvers. The Treaty of Guadalupe Hidalgo in 1848 ended the war. | <urn:uuid:a98cd51b-b9e0-42ad-a26e-1252cddc3754> | {
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We cannot direct the wind, but we can adjust the sails
– Bertha Calloway
This morning the word ADJUST popped into my mind.
According to the Free Dictionary it means:
- To change so as to match or fit; cause to correspond.
- To bring into proper relationship.
- To adapt or conform, as to new conditions: “unable to adjust themselves to their environment”
- To bring the components of into a more effective or efficient calibration or state: adjust the timing of a car’s engine.
- To adapt oneself; conform.
- To achieve a psychological balance with regard to one’s external environment, one’s needs, and the demands of others.
And my thought took the train:
- A tree adjusts the growth of its branches to twist around an obstacle. It adapts its growth path if planted askew on a cliff and finds its balance.
- The earth adjusts to the ever changing course of the swelling river.
- The virus adjusts to the medication humans invent to counter it.
- The animal adjusts to its changing habitat and climate by adopting new ways of living.
- The shore adjusts its pattern according to the waves that hit it.
Adjusting means CHANGE. And humans are known to fear change. And our amazing ego’s always cry out ‘Why should I change?’
Whenever we encounter a situation or person that is, at first glance, different from what we believe in, what we think we are, what we stand for, we have the immediate tendency to judge. If we meet someone who we know is a teacher, a bus driver or CEO of a big company, we are influenced by or lead to expect things according to their social position because of what this position means in our society.
And once a situation or person judged, we find it difficult to change this preconception. It becomes a prejudice and means that we are making a decision before becoming aware of the relevant facts of a case or event. Sometimes we were taught such prejudices by our parents and social surroundings. Sometimes we simply judge people or situations because of our bad mood that morning, because we are stressed, because we do not have the time to listen to them.
More often than not, we find out that we were wrong.
So why do we have this tendency to put a stamp on everything we see or meet? Do we do this consciously or unconsciously?
According to Freud, the mind can be divided into two main parts:
The conscious mind includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness. Freud called this ordinary memory the preconscious.
The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.
Whether we do this consciously or not, we should try to enter each situation and encounter each person with an OPEN MIND. What is our role in this encounter? One of the major reference points when thinking about role is our appreciation of ourselves. We need to consider the sorts of values that we should be appealing to e.g. respect for people, the promotion of well-being, a commitment to the search for truth, the fostering of democracy, and embracing fairness and equality. It also entails thinking about our intention – which may be different in each situaiton – and the sort of environment we want to cultivate.
Do we need to and can we adjust our point of view, our thoughts and behaviour enough in order to really HEAR the other person? Can we open up our minds enough to really listen, to not judge? Do we want to just win an argument or are we really looking for the facts? Do we speak our minds? Do we know our minds? Do we have (conscious or unconscious) preconceived ideas about a subject or person?
It is well known that people don’t always ‘speak their minds’, and it is suspected that people don’t always ‘know their minds’.
Go to Project Implicit where you will have the opportunity to assess your conscious and unconscious preferences for over 90 different topics ranging from pets to political issues, ethnic groups to sports teams, and entertainers to styles of music. At the same time, you will be assisting psychological research on thoughts and feelings. | <urn:uuid:9c135a1b-031d-41d8-8dd0-2b0752cde42c> | {
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Study Defines Effective Microbicide Design for HIV/AIDS Prevention
Microbicide development is interesting for many many reasons (novel therapeutic, targeting women, development is via public-private partnerships, etc.). We would definitely like to post more about Microbocides considering their importance and potential revolutionary power. Here is a start:
September 29, 2006
Duke University biomedical engineers have developed a computer tool they say could lead to improvements in topical microbicides being developed for women to use to prevent infection by the virus that causes AIDS. By applying fundamentals of physics and chemistry, the researchers developed a computer model that can predict the effectiveness of various microbicidal recipes in destroying human immunodeficiency virus (HIV) before it reaches vulnerable body tissues.
The HIV pandemic continues to overwhelm current preventative measures as an estimated 12,000 people contract the infection each day, the researchers said. Increasingly, a disproportionate number of women are becoming infected…
“In many cases, women lack control over their abilities to protect themselves against the virus,” Katz said. “Microbicide development is a response to the demonstrated need for new female-controlled methods for HIV prophylaxis.” | <urn:uuid:c2b32bdb-7b89-4d75-98ab-1143c62040c7> | {
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1175–1225; Middle English gentle, gentil
) < Old French gentil
highborn, noble < Latin gentīlis
belonging to the same family, equivalent to gent-
(stem of gēns
+ -īlis -le
gentleness, noungently, adverbovergentle, adjectiveovergently, adverbungentle, adjectiveungentleness, nounungently, adverb
clement, peaceful, pacific, soothing; tender, humane, lenient, merciful. Gentle, meek, mild
refer to an absence of bad temper or belligerence. Gentle
has reference especially to disposition and behavior, and often suggests a deliberate or voluntary kindness or forbearance in dealing with others: a gentle pat; gentle with children. Meek
implies a submissive spirit, and may even indicate undue submission in the face of insult or injustice: meek and even servile or weak. Mild
suggests absence of harshness or severity, rather because of natural character or temperament than conscious choice: a mild rebuke; a mild manner. 3.
manageable, docile, tame, quiet. 9.
harsh, cruel. 2.
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Why is composition important in art? Making great art is important, but making it look good is just as important. How can you make your art stand out?
You do it by applying the elements of design and composition. Composition plays a big role in creating a masterpiece that people will remember. This article teaches you how to create your own artwork with great composition, answering questions such as ‘What is the importance of composition in art’, ‘Tips for planning composition’, ‘Positive and Negative Space’, and the ‘Elements of composition’, so keep reading if you want your artwork to stand out from the pack.
What is composition in art?
Put simply, composition in art is the way you organize elements such as people, shapes, objects, and color in your artwork.
What is the importance of composition in art?
The application of design elements like line, shape, texture, and color make up the composition. When these elements are applied correctly, they can create a balanced and effective layout that will help guide viewers’ eyes around the artwork.
Composition plays an important role in creating a masterpiece that people will remember.
Tips for planning composition
Here are a few tips for planning composition in art. To create effective composition in your artwork, you should follow these important steps:
1. Analyze the main elements of your artwork and determine what theme or mood you want to portray in the piece. Remember that every element in the painting serves to support this goal. This means being able to move objects around so that they are being used effectively to tell the story.
2. Make several thumbnail sketches before creating a final work so that you have an idea of what the final work may look like. This helps minimize time wasted at the tail end of your work if things don’t look like you had envisaged.
3. Use a grid to map out your work. This helps you keep the composition balanced and symmetrical, which is pleasing for viewers.
4. Check the depth of your painting to make sure it isn’t flat or two-dimensional. You can do this by looking at whether or not there are layers in the painting that give the impression of depth and use linear, color, and atmospheric perspective to help achieve this.
5. Finally, use a focal point to draw the viewer’s attention to a certain area of the painting. This can be done by using bright colors, strong lines or shapes, or contrast in values. With careful composition, your artwork can be transformed from good to great!
In composition, what is Positive and Negative Space?
The positive space is the part of the artwork that’s filled in. The negative space is what isn’t filled in.
For example, if you’re drawing a face with dark hair, the dark areas are all positive space and the white spaces are negative space.
You can use negative space to be just as important as positive space. Sometimes this can be just as powerful when telling a story with your art. Negative space can be used to convey isolation and emptiness.
Positive space can be used to fill voids and provide detail but they can also convey abundance, feelings of being overwhelmed and the like.
You can compose an artwork with all the design in one half using positive space and yet still find balance in the other half with the use of negative space.
How do you go about Planning your composition?
In composition, there are about four types of composition you can implement. The first type is symmetrical. In this case, the artwork looks the same left and right from a vantage point in front of your eyes.
The opposite to symmetrical is asymmetrical where one side looks different from the other. For example, a butterfly has symmetry, when folded in half one half is the mirror of the other.
In asymmetry such as a still life where one half of the painting is a shot glass and the other is a tall bottle, one half does not equal the other.
You can create balance using other objects, color, or positive/negative space. I have a whole article that covers this topic here.
When planning your composition, lay the objects out and move them around if you are working from physical objects. Otherwise, it would be best to make simple thumbnail sketches and see what works.
I also like to plan my composition using my iPad, iPencil, and a few sketching apps such as Procreate. If something doesn’t work, I tap the undo and try something different.
What are the Elements of Composition?
The elements of composition are:
You don’t have to use all of them, but using some will make your artwork more interesting. You can also use different combinations of them to create different effects.
For example, if you have a lot of shapes in your composition then it can get a little too cluttered so try using other elements such as using different colors to break things up or make the shapes stand out from each other.
What is The Rule of Thirds in art?
In art, the Rule of Thirds is a guideline that artists often use to create more interesting compositions. The basic idea of the rule of thirds is to imagine breaking your composition into thirds, both horizontally and vertically.
If you were to draw grid lines you would see 9 squares breaking up your design.
Personally, I do not follow the rule of thirds when creating art. It just does not work well with my brain.
So do not feel left out if you try The Rule of Thirds out and think “huh?”.
I do find that the rule of thirds does work best when working with asymmetrical designs where things are not equally balanced.
In a symmetrical design, having too much of everything balanced looks a little amateurish and simple.
This is when you can use the rule of thirds, it helps asymmetrical designs achieve balance.
Then, try to place the important elements of your artwork along these lines or intersections. This will make your composition more balanced and pleasing to the eye.
While it’s not a hard and fast rule, following the rule of thirds can often lead to more successful compositions.
Below is probably one of the best explanations of not only the Rule of Thirds but composition in art in general. So good I subscribed.
How do artists use the elements and principles of design to create interesting compositions?
Simply, artists use the elements and principles of design to plan an artwork instead of just working ‘alla prima’ with no planning.
They plan their artworks by using various tools such as thumbnail sketches, perspective, using contrast, line, shape, space, and value. This helps artists create a variety of interesting compositions.
You can actually use all the above to re-arrange the same subject matter in different ways to create additional and unique works of art over and over.
Why is composition important in art – Wrap up!
You can use the elements of design to create amazing compositions. We’ve covered composition, planning for composition, positive and negative space, as well as some other features that are important for great artwork.
If you want your art to stand out from others or just improve it in general then reading this article should be a good start! Share with your artist friends so they know about these tips too!
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Table of Content:
- Why is flossing your teeth important?
- What is the correct way to floss your teeth?
- How long should you floss your teeth?
- Are floss-picks as effective as regular dental floss?
- Is it a bad sign if your gums bleed when you floss them?
Flossing your teeth is very important to the long-term health of your teeth and gums. It turns out that flossing your teeth is just as important as brushing. Only flossing can thoroughly clean the surfaces in-between your teeth. Brushing alone cannot clean these areas and leaves food particles in-between your teeth. If you’re not flossing your teeth, you’re not removing food particles from in-between your teeth. This could lead to cavity formation between the teeth, known as interproximal cavities, as well as gum disease.
Flossing your teeth the requires some practice. First, grab a long enough piece of dental floss. Ideally, you need about a 12 to 18 inch piece of dental floss. Roll the floss firmly around your two index fingers, making sure to get a tight grip. Pass the dental floss carefully through each gap between your teeth. As you go in, carefully wiggle the floss left and right against adjacent teeth surfaces. Your objective is to remove the plaque which has gathered in-between teeth surfaces. Finish cleaning this gap, then re-position the floss to clean the next tooth surface. Continue until all surfaces in-between your teeth have been properly cleaned.
Never rush through flossing your teeth or you could end up leaving harmful plaque behind. Only floss one gap at a time. Flossing two gaps at the same time is not very effective and it won’t clean your teeth properly. Spend a couple of seconds flossing each gap before moving on to the next one. Pay close attention to floss the areas behind your furthest positioned teeth.
Floss-picks are not nearly as effective as traditional dental floss. Therefore, using a hand held floss-pick should not be a substitute to your daily flossing routine. However, floss-picks are an acceptable supplement to your daily hygiene routine, especially when you can’t get a hold of dental floss. Floss-picks are ideal for using at work, on lunch breaks, or when you’re out and about. The only exception is for those who are incapable of using regular dental floss due to some sort of disability. This includes those suffering from chronic arthritis pain, carpel tunnel syndrome, and other manual dexterity difficulties. In these cases, you can use a floss-pick to clean your teeth in place of traditional dental floss.
Bleeding gums are a common sign of gum disease. See your dentist for a dental cleaning to address your bleeding gums right away. If your gums continue to bleed even after your dental cleaning, then you may have to give it some more time. Continue flossing your teeth daily using correct flossing technique. Gradually, your gum bleeding should slow down and stop eventually. If your bleeding goes away in a few weeks, then this is a sign that your gums have healed. On the other hand, if your gums continue to bleed without showing signs of improvement, then you should follow-up with your dentist.
If you have more questions about how to correctly floss your teeth, schedule an appointment with us. Call (949)481-2540 or book your appointment online today. Our dentist, Dr. Jazayeri, will review your flossing technique and offer advice on how to improve your flossing technique. Call us today to review your flossing methods and learn if you’re cleaning your teeth properly. If you’d like to learn more about cleaning your teeth and gums, click on one of the following links: | <urn:uuid:2ac635df-e2e2-4f01-8c08-4dda7609b381> | {
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Bushfire-style emergency warnings will now be issued for heatwaves across Australia as authorities warn their dangers are potentially overlooked.
- New warnings will be issued by emergency websites and broadcasters
- Research shows heatwaves are Australia’s deadliest natural hazard
- Above-average summer temperatures are predicted for much of the country
The new alert system is based on the Australian alert system and has three phases: ‘advice’, ‘watch and act’ and ’emergency’.
Announcing the change on Thursday, WA Health said the new alerts would be issued through the WA Emergency website and on ABC Radio, along with other broadcasters. The Bureau of Meteorology (BOM) will also continue to issue warnings.
WA Health said it would be a national approach.
Research has shown that heat waves are the deadliest natural hazard in Australia, apart from disease outbreaks.
Their frequency and intensity have increased worldwide in recent decades, a trend that is projected to continue under most future climate scenarios.
Fears of an underestimated “significant risk”
But BOM’s Brandley Santos said their dangers weren’t as well recognized as other dangers.
“It’s a significant danger,” he said.
“Maybe not the hazard people know best, like tropical cyclones, severe storms or bushfires. [But] people are affected by heat waves.”
Analysis of corona records, published in the International Journal of Disaster Risk Reduction, showed that 473 heat-related deaths were reported in Australia between 2000 and 2018.
He found 354 of them occurring during scorching conditions.
But other research suggests the number of reported heat-related deaths may grossly underestimate the true number, with up to 36,000 heat-related deaths between 2006 and 2017.
The Australian National University study assessed how often death certificates had “excessive natural heat” recorded as a contributing factor.
Another hot summer expected in WA
A heat wave is defined as a period of three or more days of abnormally hot and uncomfortable weather that is unusual for the location and could impact human health, infrastructure and services.
They are often emitted when daytime maximum and nighttime minimum temperatures are abnormally high.
The current BOM outlook suggests that above average maximum and minimum temperatures are on their way to the majority of WA, the Northern Territory and Tasmania this summer.
It comes after Perth and large parts of south and mid-west WA experienced their hottest summer on record in 2021/22, marked by a record number of 40 degree days.
WA Chief Health Officer Andrew Robertson said he saw an increased number of presentations at WA hospitals during periods of extreme heat last summer.
“We certainly had an increase in cases over this period, so they place an increased demand on the hospital,” he said.
“So we encourage people to do the right thing and heed these warnings.”
He said heat waves pose increased health risks to vulnerable populations, including the elderly, pregnant women and very young children.
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Carbothermic Reduction of Phosphoric Acid Extracted from Dephosphorization Slags to Produce Yellow Phosphorus
Phosphorous is an important element for agriculture and industry and is a non-renewable resource. Especially, yellow phosphorus is an essential material in advanced industrial technology, but phosphorus resources were not produced in Japan at all, and all depend on imports. It has been suggested, however, that the remaining accessible reserves of phosphate ore will be depleted within 50 years. Therefore, alternative resources for phosphate ore must be found. In this research, we have developed a process that enables the production of high-purity yellow phosphorus from domestic unused phosphorus resources such as steelmaking slags. The process consists of two parts: (1) the production of crude phosphoric acid from wastes such as steelmaking slag; (2) producing high-purity yellow phosphorus by low-temperature carbothermic reduction of phosphoric acid (H3PO4). The details of the carbothermic reduction of phosphoric acid are presented in this paper. Yellow phosphorus is commercially produced by carbothermic reduction of phosphate ore in an electric arc furnace at more than 1673K. In the newly developed system, gaseous P4O10 evaporated from H3PO4 is successfully reduced to yellow phosphorus by using carbon packed bed at less than 1273K. To meet the depletion of phosphate ore, the proposed process in this study to produce yellow phosphorus by carbothermic reduction of H3PO4 that are extracted from dephosphorization slags will be one of the effective and economical solutions.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.3566431Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 24
T. Nakakubo, A. Tokai, and K, Ohno, “Comparative assessment of technological systems for recycling sludge and food waste aimed at greenhouse gas emission s reduction and phosphorus recovery”, vol. 32, pp. 157-172, 2012.
D. Cordell, J-O. Drangert, and S. White, “The story of phosphorus: Global food security and food for thought,” Global Environmental Change, vol.19, pp. 15–64, 2009.
C-M. Du, X. Gao, S. Ueda, and S. Kitamura, “Distribution of P2O5 and Na2O between solid solution and liquid phase in the CaO-SiO2-Fe2O3- P2O5-Na2O slag system with high P2O5 content”, Metall. Mater. Trans. B, vol. 49B, pp. 181-187. 2018.
C-M. Du, X. Gao, S. Ueda, and S. Kitamura, “Recovery of phosphorus from modified steelmaking slag with high P2O5 content via leaching and precipitation”, ISIJ Inter., vol.58, pp. 833–841,2018.
C-M. Du, X. Gao, S. Ueda, and S. Kitamura, “Optimum conditions for phosphorus recovery from steelmaking slag with high P2O5 content by selective leaching”, ISIJ Inter., vol.58, pp. 860–868, 2018.
C-M. Du, X. Gao, S. Ueda, and S. Kitamura, “Effect of Fe2+/T.Fe ratio on the dissolution behavior of P from steelmaking slag with high P2O5 content”, J. Sustain. Metall., vol.4, pp. 434–454, 2018.
T. Iwama, C-M. Du, X. Gao, S-J. Kim, S. Ueda, and S. Kitamura, “Extraction of phosphorus from steelmaking slag by selective leaching using citric acid”, ISIJ Inter., vol.58. pp. 1351–1360, 2018.
K. Yokoyama, H. Kubo, K. Mori, H. Okada, S. Takeuchi and T. Nagasaka, “Separation and Recovery of Phosphorus from Steelmaking Slags with the Aid of Strong Magnetic Field”, Tetsu-to-Hagane, Vol.9, pp.683-689, 2006
H. Kubo, K. Matsubae and T. Nagasaka, “Magnetic Separation of Phosphorus Enriched Phase from Multiphase Dephosphorization Slag”, Tetsu-to-Hagane, Vol.95, pp.300-305, 2009.
K. Matsubae-Yokoyama, H. Kubo, K. Nakajima and T. Nagasaka, “A Material Flow Analysis of Phosphorus in Japan - The Iron and Steel Industry as a Major Source”, Journal of Industrial Ecology, Vol.13, pp.687-705, 2009.
K. Matsubae, J. Kajiyama, T. Hiraki and T. Nagasaka, “Virtual Phosphorus Ore Requirement of Japanese Economy”, Chemosphere, Vol.84, pp. 767–772, 2011.
R. Li, W. Teng, Y. Li, W. Wang, R. Cui, and T. Yang, “Potential recovery of phosphorus during the fluidized bed incineration of sewage sludge”, J. Clean Production, vol.140, pp. 964-970, 2017.
L. Egle, H. Rechberger, and M. Zessner, “Overview and description of technology for recovering phosphorus from municipal waste water”, Resour, conserv. Recy., vol.105, pp. 325-346.
E. H. Brown and C. D. White, “Vapor pressure of phosphoric acids”, Ind. Eng. Chem., vol.44, pp. 615-618, 1952.
H. G. M. Edwards, “Vibrational Raman spectroscopy and force constants of phosphorus P4”, J. Mol. Struct., vol. 295, pp. 95-1900, 1993. | <urn:uuid:9637f615-9ec6-4d12-b542-6857a5fc2d52> | {
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Learn about this topic in these articles:
The argus pheasants, of southeastern Asia, carry long feathers covered with “eyes.” Two distinct types are known: the crested argus, or ocellated pheasants ( Rheinardia), and the great argus ( Argusianus). The great argus of Malaya, Sumatra, and Borneo ( A. argus) can attain a length of 2 m (6.5 feet). During display the large “eyes” seem to revolve as...
...(about 1.5 ounces) in weight. The heaviest galliform is the common, or wild, turkey ( Meleagris gallopavo), wild specimens of which may weigh up to 11 kg (about 24 pounds); the longest is the argus pheasant ( Argusianus argus), the male of which reaches 2 metres (79 inches) in breeding plumage, including wing and tail feathers, whose length exceeds one metre. | <urn:uuid:ed83385b-96de-4e4c-8dc1-800a5ea96870> | {
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Te Aroha Primary Newsletter
Term 2 Week 9 2021
Kia ora koutou
Welcome to week nine.
This week we will be celebrating Matariki at our school. Below is a little information about Matariki
What is Matariki?
Matariki is one of the most important Māori celebrations. It signifies the start of the New Year in Māori culture.
Matariki is the name for a star cluster also known as the Pleiades, that rises in late June or early July. It literally translates in English to the 'eyes of god' or 'little eyes'.
When is Matariki?
In 2021 Matariki will be celebrated between 19 June to 11 July.
How is Matariki celebrated?
Traditionally, Māori believed if the Matariki stars were very bright in the sky, this signified a warmer season and more fruitful crops for harvest.
It was seen as an ideal time for ceremonial offerings to the Māori land-based gods Rongo, Uenuku and Whiro to ensure their crops were healthy for the coming year. Matariki was also seen as an important time for family to gather and reflect on the past and the future.
Today Matariki celebrates the unique place in which we live and gives respect to the land we live on. This is celebrated through education and remembering whakapapa (ancestry).
The planting of new trees and crops is done to represent new beginnings.
Celebrations traditionally last up to 3 days after the new moon has risen following the Matariki clusters visibility in the sky.
What are the Matariki stars called?
Matariki is a star cluster, not a constellation. The 9 Matariki stars are called:
Well done to our amazing team who travelled to Paeroa last week. To get through to the semis is a mighty effort. We know you faced some tough refereeing but we are proud of your resilience and great attitudes. A huge thank you to Mrs Diprose, Mrs Paetai and Mr Hubbard for your amazing support of the children on the day.
Thank you to all the parents who helped out with our duties on Saturday and especially Cam Melrose who had the big task of sorting it all out!
Te Aroha and District Museum 50th Birthday and Matariki Celebrations
Wednesday 30 June at 6pm at the Museum (official welcome to everyone)
Karanga to proceed to Future Te Aroha for performances from Te Aroha Primary School's Kapa Haka group, Zac Scott and Rob Thorne (Ngati Tumutumu).
Supper to follow.
Gold coin entry.
Kapa Haka Matariki Performance - Wednesday 30 June
We are very excited to be a part of the Te Aroha District Museum's 50th Birthday and Matariki Celebrations.
Students in our roopu are to meet Mrs B and Matua Rawiri at Future Te Aroha at 5.45pm for a practice.
A special newsletter / panui will be sent home with reminder information.
Our school will be having a special Matariki Assembly on Thursday at 11.50am in our school hall. This will be run by our House Leaders.
Parents and whanau are most welcome to join us to learn about Matariki.
TEACHER PAID UNION MEETINGS AND LEARNING CONVERSATIONS
The NZEI, the union for all teachers in NZ has informed us that they have arranged Paid Union Meetings on Tuesday 6 July starting at 9.30am. This is to discuss the upcoming bargaining for the teachers new Collective Agreement.
There will, therefore, be no school for children on this day but our Learning Conversations will continue as planned starting at 1.00pm when staff will be back at work.
A link for the Learning Discussion booking sheet is found below.
Ngaa mihi nui
Principal / Tumuaki
Key Term Dates
TERM TWO DATES 2021
1. Matariki Celebration at Museum 30 June @ 6.00pm
2. Learning Discussions Mon 5 Jul - 3.30 - 5.30pm
3. Paid Union Meeting on Tuesday morning and Teacher Only Day
Learning Discussions Tues 6 Jul - 1.00 - 6.00pm
4. School Closes for the Holidays 9 July 2021
Classroom Round Ups
Second to last week of term. Time certainly flies by! This week our phonics work is qu, w and x together with blending of 3 letter CVC words. In our literacy work we are talking about vowel sounds and what they are so that we understand that a 3 letter CVC word is consonant vowel consonant. We will be celebrating Matariki this week with school wide activities, stories and art in our class to enhance our learning. We will share our Matariki learning on Seesaw. This week our Maths is focussed on geometric shapes. At this early stage of our Maths learning we need to be able to name basic 2D and 3D shapes, talk about what the shapes look like and recognise them in our environment.
Rm 2 Miss Green
Welcome to Week 9. This week we celebrate all things Matariki.
In writing we are practising using conjunctions to join two ideas. Other students are focusing on writing a sentence independently without teacher support.
Reading words to segment and blend, and heart words to practise writing will be sent home for homework. This is important for students to practise before they read their new book and bring it home to read to you. Please if you have any reading bookmarks laying around at home, can they please be sent back to school.
Maths we will be looking at groupings within 5 and 10, doubles to 10 and another group will be practising addition and subtraction problems to 10 and recording these accurately.
Please check your child’s hair as we have nits going around again.
Rm 3 Miss Swan
Kia ora koutou,
Welcome to Week 9. Room 3 is looking forward to our Matariki celebrations this week.
Reading: Spelling and reading books will be coming home as per usual this week.
Writing: We are looking at creative writing and using our imagination to generate ideas. We are also focusing on compound sentences and what this looks like in our writing.
Maths: We begin our fractions unit by looking at what a half is, using shapes and sets of objects.
Reminders for the week: Please remember homework notebooks and book bags everyday. Room 3 needs their notebook for classwork. We have our Library day on Friday. Please remember you can pop in and see me or contact me via Seesaw and email
I hope you all have a fantastic week!
Rm 5 Miss Entwisle
Our Spelling words this week are all about id and gr. We are becoming experts at Report Writing and are learning to add lots of facts and details into our written work. We are enjoying reading the books we have created using the Chromebooks and Google slides. In Mathematics we continue to look at Multiplication and Division. Our Spelling words are shared each week via the Seesaw activity section. If you have any questions or concerns please feel free to contact me via email at [email protected] or through the Seesaw message function.
Rm 6 Mrs Bankier
Mrs Bartram and Ms Bishop will continue to teach room 6 children until the end of the term.
Rm 7 Mrs Paul
Last week in Maths we had a great time learning to tell the time on both analogue and digital clocks. Thank you to all the parents who helped with this by working on it at home. This week we will be looking at 5 minute intervals, particularly the time after 'half past'. We will also be counting forwards and backwards in time.
In writing we will be finishing our informative writing and heading to opinion writing. Children always have great opinions on things so this should be fun. We will also look to build on our fitness. Cross Country is early in term 2 so we may as well capitalise on all the winter sport fitness and start training. This will be dependent on fitness of course!!! Our growth mindset work last week showed we have a lot of work to do, but we are up to the challenge!!!
Rm 8 Mrs Young
Inquiry - Kaitiaki Guardian Proposals of our school. This week we will turn our proposals into mini models and prototypes. These will be hands-on and also using minecraft and tinkercad online platforms. We have had some awesome proposals from giving the sports shed a visual makeover, playgrounds, worm farms to upgrading and sustaining the room 8 gardens.
Literacy - As a school we are celebrating Matariki this week, Mrs B has shared some awesome resources with us and we look forward to spending time with everyone this week.
Maths - Multiplication and Division unit. Please continue to practice your tables at home.
Hands on - SOAP - We have been busy researching, naming and coming up with Room 8 fragrances. Check out our new soap labels on Seesaw, we will shrink wrap our soap bars this week, photograph these and send them home for everyone to enjoy! Thank you Mr Tee
Online interactive quiz with detailed answers. Please login via https://socrative.com/ Click on Student Login and enter TAPSROOM82021. Whanau can also take part every week!
Home Learning - Library Books + EPIC Reading. Mathletics + Prototec + Weekly Quiz
Rm 9 Mrs Gamble/Mrs Hodgetts.
An exciting week with Mrs B organising lots of whole school celebrations of Matariki. We are looking forward to taking part in these and sharing this with you all.
Inquiry:This week we will continue to complete our inquiry proposals. We will be making models or using mine craft to replicate some of our designs. These are going to be presented to the class alongside each group's movie or slideshow. So we are looking forward to that.
Literacy: We will be working hard to finish our novels. You are very close! Another exciting work of engaging tasks through our shared readings out of the Annual 2. We are going to try and get on as many platforms as possible. In writing we will have some targeted mini lessons based on some of the testing done. Practice our editing skills.
Mathematics: Expanding on last week's learning we will further develop our division knowledge.
Homework: Revision of division and multiplication. 20 minutes reading each day. Weekly quiz. Extra reading and inquiry homework will need to be completed also.
Have a great week everyone.
Rm 10 Mrs Brittenden
Kia ora koutou - Ngā mihi o Matariki, te tau hou Māori.
This week, Rm 10 will be learning about Matariki and will complete a range of Taskboard activities - some of which will be shared via Seesaw.
We also have our Kaitiakitanga proposals to complete and we will be working on our pitch. These are important, in order to "sway" the decision towards the Kaitiakitanga proposal we will undertake in early Term 3. Some really amazing ideas and it is fantastic to see students collaborate and get creative.
- Mrs Robertson will be in Rm 10 on Friday
- please make sure your child has the correct uniform, especially as the weather has been cold lately (lots of different jumpers being worn)
Looking forward to an awesome week.
Me mātau ki te whetū, i mua i te kōkiri o te haere.
Before you set forth on a journey, be sure you know the stars.
Arohanui - Mrs B [email protected] | <urn:uuid:88b070e3-0daa-454d-a37a-caafb32fe70f> | {
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Which of these organisms most recently had a common ancestor with modern humans? bear
3. Hospitals are classified into four types depending on the sources of income received. List the four (4) main types.
General, specialty, government, and uni
Which statement is true about nitrogen and oxygen?
Hello. This question is incomplete. The full question is:
"Which statement is true about nitrogen and oxygen? A. They make up about 99.9% of the human body. B. They are both made of protons, neutrons, and electrons. C. They are both used to make water molecules. D. Neither contains subatomic particles."
B. They are both made of protons, neutrons, and electrons.
Nitrogen and oxygen are elements known to all of us. An oxygen molecule is an oxygen atom and a nitrogen molecule is a nitrogen atom.
As we know, all atoms are formed by three particles: protons, neutrons and electrons. For this reason, we can say that both oxygen and nitrogen are composed of protons, neutrons and electrons. For this reason, the letter B is the correct alternative.
suppose a person has a small intestine that has fewer villi than normal. Would the person most likely be overweight or underweight? Explain. this isnt actually biology this is 7th grade science the digestive and excretory system
Human females produce gamete cells that have what chromosomes
In which type of ecological relationship does each participant benefit the other organism? A. commensalism B. mutualism C. symbiosis D. competition I know its B but can some1 tell me why it isnt D
Isotopes of the same element differ in their ___?
What is most likely to result immediately after a rainforest in Brazil is clear cut
The immediate effect of destruction of rainforest in Brazil is the global warming.
The brazil rainforest is present near the amazon basin and most of the amazon rain forest extends in Brazil. The Brazil rainforest as part of the Amazon rainforest provides oxygen to the earth. This acts as the lungs of the earth.
It is the home of many plant and animal species. It has two-thirds of the world's plant species. The world's 20 % oxygen comes from these forests.
If the forest will clear, then the amount of carbon dioxide gas increases. It leads to global warming and air pollution. Because carbon dioxide is a greenhouse gas and it increases the temperature of the earth. This is the immediate impact of the destruction of the brazil rainforest.
The forest is destroyed every day for various purposes such as excessive fishing, grazing of animals, and building of dams. Due to the destruction of the forest, many animals lose their habitat, which results in an ecological imbalance.
Based solely on the inner planets, what relationship is evidenced between crust thickness and proximately to the Sun? A. The greater the distance from the Sun, the thicker the crust. B. None of the above. C.The closer to the Sun, the thinner the crust. D.The closer to the Sun, the thicker the crust.
The closer to the Sun, the thicker the crust.
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Heart Activity and Behavior II: Stress, Emotions, Motivation, Personality, Social Factors, Brain Interactions, and Conditioning
This chapter examines the question of whether differential heart activity occurs in various emotional situations. It also covers the effects of stress, motivational state, personality, and social factors on changes in heart rate. Cardiac reactivity, or how much of a change in HR occurs from baseline to a task situation, is another important aspect examined in this chapter. In addition, questions about interactions between heart and brain activity and the classical and instrumental conditioning of cardiac activity are also reviewed. We start with a consideration of stress, anger, frustration, and fear as affective processes.
Affective processes, as considered here, include HR changes that have been recorded in situations likely to produce emotional reactions in people. Some situations that qualify are those that involve stressors, fear, anger, frustration, competition, and motivation.
Research on cardiovascular responses to stressors is currently an active area. The approaches are interesting and consider factors such as whether an individual copes actively or passively with a stressor, the type of task, parental history of cardiovascular disease, and personality factors, such as the Type A/B dichotomy. Many studies examine systolic and diastolic blood pressure as well as HR changes (for this reason they are discussed in chapter 14 on Blood Pressure and Behavior).
There are a number of experiments that have used electric shock as a stressor and examined heart activity in response to the shock itself or in anticipation of the shock. Elliott ( 1974) reviewed several studies that showed a decrease in HR just prior to the shock. However, he pointed out that the change was a phasic one; that is, it occurred in the few seconds before the stressful stimulus. Elliott observed that when one looks at the longer-term (tonic) effects, say over a period of minutes, HR increases occur under threat of an electric shock. An example of a short-term (phasic) decrease in HR is a result obtained by Obrist, Webb, and Sutterer ( 1969), in which deceleration took place in anticipation of a "very painful" electric shock. On the other hand, tonic acceleration was reported by Deane ( 1969), who told subjects that they would receive a shock at a specific point in a sequence of numbers. Interestingly, Deane's | <urn:uuid:1b9ddf23-bb3d-4710-8bc1-d7c9b1e0970f> | {
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- What it means to violate human rights?
- What is meant by human rights?
- What role does the media have in reporting xenophobia in a responsible manner?
- How does the media protect human rights?
- What is the definition of violation?
- How does social media violate human rights?
- What roles and responsibilities do the media have in reporting human rights violations?
- What is the role of social media in the violation of human rights and give an example?
- What human right is most violated?
- How does press freedom uphold human rights?
- What are the dangerous of social media?
- Why is social media so important?
- What is the power of social media?
- What is meant by social media?
- What are media’s responsibilities?
- What roles and responsibilities do the media?
- What is human violation?
What it means to violate human rights?
A violation of economic, social and cultural rights occurs when a State fails in its obligations to ensure that they are enjoyed without discrimination or in its obligation to respect, protect and fulfil them.
Often a violation of one of the rights is linked to a violation of other rights.
(The right to work).
What is meant by human rights?
Human rights are the basic rights and freedoms that belong to every person in the world, from birth until death. … These basic rights are based on shared values like dignity, fairness, equality, respect and independence. These values are defined and protected by law.
What role does the media have in reporting xenophobia in a responsible manner?
Answer: In reporting Xenophobia violations, the media has a very important role. It reflects society and thus increases awareness about the existence of such atrocities by reporting them. … All of these social media platforms upload the most current news and the general public can read news and reject such feedback.
How does the media protect human rights?
It can make people aware of their rights, expose its violations and focus attention on people and areas in need of the protection of human rights and pursue their case till they achieve them. Media can also give publicity to the individuals and organisations, which are engaged in securing human rights.
What is the definition of violation?
noun. the act of violating. the state of being violated. a breach, infringement, or transgression, as of a law, rule, promise, etc.: He was fined for a traffic violation. desecration; profanation: the violation of a cemetery.
How does social media violate human rights?
Social media networks have access to that information, and because they want to make information more public, they will allow access to users’ private information by advertisers and the like, without the user’s consent-which technically is a violation of people’s right to privacy. …
What roles and responsibilities do the media have in reporting human rights violations?
The media’s role is to ensure that the counter-checks and balances that are necessary to promote human rights to the audience. If there are reported human rights violations, then the media’s role is to ensure that the true story will be delegated to the people.
What is the role of social media in the violation of human rights and give an example?
The exposing of social evils,casting couch and spreading social awareness like, about health, sanitation, education are the roles played by media. There are many ill practises going in our nation like child marriage,honour killing, female infanticide,rape,sexual abuse,home violence, dowry practises,corruption etc.
What human right is most violated?
Right to equality most violated human right – Human Rights Commission. Johannesburg – The South African Human Rights Commission (SAHRC) received more than 4 000 complaints between 2015 and 2016, with the right to equality being the violation complained of the most, according to its annual trends analysis report (ATAR).
How does press freedom uphold human rights?
The South African Human Rights Commission (the Commission) recognises the extreme importance of constitutionally protected press freedom. … A free press is able to report on corruption, abuse of power and the violation of constitutionally protected rights within the Bill of Rights, Chapter Two of the Constitution.
What are the dangerous of social media?
The risks you need to be aware of are: cyberbullying (bullying using digital technology) invasion of privacy. identity theft.
Why is social media so important?
Social Media plays a crucial role in connecting people and developing relationships, not only with key influencers and journalists covering your company’s sector, but also provides a great opportunity to establish customer service by gathering input, answering questions and listening to their feedback.
What is the power of social media?
The true power of social media is influence. Social provides an avenue for companies to not only engage with customers, but also influence them with the right content that helps them make a decision. Many companies are not leveraging the power of social media to the best of their capabilities.
What is meant by social media?
Social media is computer-based technology that facilitates the sharing of ideas, thoughts, and information through the building of virtual networks and communities. By design, social media is internet-based and gives users quick electronic communication of content.
What are media’s responsibilities?
The backbone of any democracy is an independent, professional and responsible media. Their role is to inform, criticise and stimulate debate. For the media to be credible it has to take responsibility for getting its facts right. …
What roles and responsibilities do the media?
The media plays a very important role in reporting the human rights violation as it helps in creating public awareness and provokes actions to ensure better protection of human rights violation. Media can fulfill its role in many ways like it can make people aware about their rights.
What is human violation?
A human rights violation can be committed by people who work for the State and their behaviour is then considered to be the behaviour of the State. … In this situation the State has directly violated your human rights because the Court (and the judge) is part of the State system. | <urn:uuid:e125c4e8-299e-419f-be08-74903ea61842> | {
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A look at the use of the word “retard” in music, and how it can be considered offensive.
Checkout this video:
The definition of “retard” in music.
The word “retard” has a few different meanings in the music world. Firstly, it can be used as a tempo marking. A tempo that is marked “retard” means that the music should be played more slowly than the original tempo. This is often seen in classical music, where a composer might want to create a more dramatic or emotional effect by slowing down the music.
“Retard” can also refer to a type of chord progression. In this case, it describes a sequence of chords where the last chord in the progression is resolving back to the first chord. This creates a sense of closure or resolution, and is often used in pieces that are meant to be calming or relaxing.
Finally, “retard” can be used as a technical term in music theory. It describes a type of dissonance created when two notes are played at the same time, but have different rates of vibration (i.e. they are out of tune with each other). This gives the notes a rough, unpleasant sound, and is usually considered undesirable in most types of music.
The etymology of the word “retard” in music.
The word “retard” in music refers to a tempo that is slower than the original tempo. The word comes from the Latin word “retardare,” which means “to make slow.” When a piece of music is retard, it means that the tempo has been decreased so that the overall piece is slower. This can be done for a variety of reasons, such as to create a more somber mood or to make the piece easier to play.
The historical use of the word “retard” in music.
The word “retard” has been used in music for centuries, dating back to the Renaissance era. In music, the word referred to a process of slowing down the tempo of a piece of music. This was done to create a more Expressionistic sound, or to make the piece sound more dramatic. The term “retard” is still used in musical notation today, although its meaning has changed slightly over time.
Retard can also be used as a direction in musical notation, telling the performer to repeat a section of the piece at a slower tempo. This is often seen in works that are marked “allegro con brio” (brisk and fast) or “presto” (very fast), where the composer wants the performer to create a sense of urgency by repeating sections at a faster pace.
The word “retard” is also sometimes used as an adjective to describe a type of music that is slow and feels dragging. This usage is generally considered negative, as it implies that the music is not interesting or exciting.
The contemporary use of the word “retard” in music.
The word “retard” has been used in music for centuries, often to refer to a slowing down of tempo. In recent years, the word has taken on a more negative connotation, and is now often used as an insult.
The positive connotations of the word “retard” in music.
When used in music, the word “retard” can have positive connotations. It can refer to a type of musical phrasing that is slow and deliberate, or it can refer to a type of composition that is simple and elegant. In either case, the word “retard” is used to describe something that is beautiful in its own way.
The negative connotations of the word “retard” in music.
The word “retard” has long been used in music as a negative term, referring to someone who is considered to be less talented or intelligent than others. While the word can be used as an insult, it can also simply be used to describe someone who is not as good at something as others.
The impact of the word “retard” on people with disabilities.
The word “retard” has been used as a slur for people with disabilities for many years. In recent years, there has been a push to stop using the word, as it is considered hurtful and offensive. However, some people still use the word, particularly in the world of music.
When used in music, the word “retard” can have a number of different meanings. It can be used to describe someone who is not skilled at playing an instrument or singing. It can also be used to describe someone who is not very good at dancing. In some cases, it may even be used to describe someone who is not very intelligent.
Regardless of its intended meaning, the word “retard” is considered hurtful and offensive to many people with disabilities. If you are using the word in your music, you may want to consider finding a different way to say what you mean.
The impact of the word “retard” on people of color.
The term “retard” is often used as a derogatory word for people of color, and its use can have a profound impact on how people of color are perceived. When used in this context, the word “retard” implies that people of color are inferior or less intelligent than others. This use of the word “retard” can lead to decreased self-esteem and self-worth among people of color, and can be detrimental to their relationships with others.
The impact of the word “retard” on women.
The use of the word “retard” as a slur against women is deeply rooted in misogyny and ableism. The word is often used to belittle and demean women, especially those who are seen as “different” or “not like other girls.” This can have a significant impact on the self-esteem and confidence of women who are called this name. It is important to remember that this word is hurtful and offensive, and it should not be used casually or without thought.
The impact of the word “retard” on LGBTQIA+ people.
Retard is a word that has been used in music to mean different things over time. In the past, it was often used as a slur against LGBTQIA+ people. Today, however, the word is being reclaimed by many in the LGBTQIA+ community as a positive term.
Retard originally meant “to make slow or delayed.” When used in music, it typically refers to a tempo that is slower than usual. In the past, the word was often used as a slur against LGBTQIA+ people. Today, however, the word is being reclaimed by many in the LGBTQIA+ community as a positive term.
While the word “retard” may have different meanings for different people, it is important to be respectful of how others may feel about the word. If you are unsure about whether or not someone would be comfortable with you using the word “retard,” it is always best to err on the side of caution and avoid using it altogether. | <urn:uuid:23ee946b-cbb7-4b8c-8182-29144f301b7c> | {
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Research led from the University of Leeds, has shown that the number of children and young adults in England with a 'life limiting condition'* is far higher than had previously been thought and is increasing year on year. As numbers continue to rise, this will place a growing burden on paediatric palliative care providers and young adult services, particularly in deprived areas.
The study, which is published in the journal Pediatrics, was a collaboration between the University of Leeds, Martin House Children's Hospice in Yorkshire, and the Children's Hospital, Cardiff. It was funded by the charity Together for Short Lives.
Experts agree that children who are born with or contract an illness that can shorten their life, and who may not reach adulthood, should have access to specialist palliative care. This can make an enormous difference to the quality of their life and to that of their family members.
Data on the use of children's hospice services is collected by Together for Short Lives. However, the total number of children who have received any form of specialist palliative care - or who might need it in the future - is not recorded nationally and local data is patchy. This has prompted concerns that health authorities may be underestimating the level of provision that is needed, leaving existing services under-resourced and overstretched.
To address this gap in knowledge, researchers took NHS data on children's admissions to hospitals in England from 2000 until 2010 and used an internationally recognised coding method to classify the medical conditions being treated. They found that for 2010, the prevalence of life limiting conditions in under-19s was 32 in 10,000 – exactly double the figure previously reported. From this, they estimate that there are about 40,000 children in England who are currently living with a life limiting condition.
The results showed a steady increase in the number of children living with a life limiting condition, particularly in the 16-19 age group. This suggests that the growing need for support associated with these conditions is being driven by longer survival times rather than a rise in the incidence of disease. The prevalence of life limiting conditions was also notably higher in some ethnic minority populations and areas of socio-economic deprivation.
University of Leeds researcher Dr Lorna Fraser, who led the study, said: "Children and teenagers with life limiting medical conditions will often need many years of specialist palliative care before they reach the end of their life, making it all the more important that their needs are not overlooked. Our study has confirmed doctors' suspicions and identified an escalating need for specialist paediatric care services. It is vital that health authorities now take this message on board and plan accordingly."
Dr Jan Aldridge, Consultant Clinical Psychologist at Martin House Children's Hospice, and one of the co-authors of the research, said: "Significant numbers of children with life-limiting conditions are living longer now, thanks to advances in medical care, but for many such children life gets harder as they get older. Statutory services are either non-existent or struggle to meet the needs of these older teenagers and young adults. At the moment, these children and their families place great value on the all-round support package provided by hospices such as Martin House, which help to address their medical, social and emotional needs. This model of specialist holistic care is one that health authorities and other services might draw upon."
Barbara Gelb, CEO of the UK children's palliative care charity, Together for Short Lives, added: "This study affords a real opportunity to better understand need and should help commissioners and service providers alike to better plan and deliver sustainable services when and where they are most needed. As the study shows, more young people with long term conditions are living longer; however we know that the specialist services they need are not meeting demand. Although there are some excellent services for young people; there are still major gaps in service provision and young people struggle to find appropriate care, housing, education and the work and social opportunities that they deserve."
Contact: Paula Gould, University of Leeds Communications & Press Office: Tel +44 113 343 8059, email [email protected]
* Life-limiting conditions (LLC) in children have been defined as conditions for which there is no reasonable hope of cure and from which children will die. Life-threatening conditions are those for which curative treatment may be feasible but can fail, such as cancer. In this study, LLC also included life-threatening conditions.
Notes to editors:
1. A copy of the paper [L Fraser et al. Rising National Prevalence of Life-Limiting Conditions in Children in England, Pediatrics 2012;129:1-7 (www.pediatrics.org/cgi/doi/10.1542/peds.2011-2846)] is available on request.
2. The UK Government's national strategy for children's palliative care, Better care, Better Lives was published in February 2008 (http://goo.gl/CLYF0).
3. The UK Department of Health is seeking to set up a new system for funding palliative care for adults and children. A pilot programme involving approximately ten organisations across the UK is expected to begin in April 2012 (http://goo.gl/gKIOE).
4. One of the UK's largest medical, health and bioscience research bases, the University of Leeds delivers world leading research in medical engineering, cancer, cardiovascular studies, epidemiology, molecular genetics, musculoskeletal medicine, dentistry, psychology and applied health. Treatments and initiatives developed in Leeds are transforming the lives of people worldwide with conditions such as diabetes, HIV, tuberculosis and malaria. www.leeds.ac.uk5. Together for Short Lives is the only charity working across the UK to help ensure that every child and young person unlikely to reach adulthood, and their family, has the best possible care and support whenever and wherever they need it. As the UK voice for those children and young people unlikely to reach adulthood and their families, Together for Short Lives:
Q&A1. Is there any explanation as to why this report appears to indicate a specific increase in the overall numbers of life limiting and life threatening conditions? This appears contrary to earlier reports published by the charity ACT (2009) and the Department of Health (2007), although both documents suggested that there might be more children and young people with palliative care needs.
Paula Gould | EurekAlert!
Deep Brain Stimulation Provides Sustained Relief for Severe Depression
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AI study of risk factors in type 1 diabetes
06.03.2019 | University of Gothenburg
Due to the special arrangement of its molecules, a new coating made of corn starch is able to repair small scratches by itself through heat: The cross-linking via ring-shaped molecules makes the material mobile, so that it compensates for the scratches and these disappear again.
Superficial micro-scratches on the car body or on other high-gloss surfaces are harmless, but annoying. Especially in the luxury segment such surfaces are...
The Potsdam Echelle Polarimetric and Spectroscopic Instrument (PEPSI) at the Large Binocular Telescope (LBT) in Arizona released its first image of the surface magnetic field of another star. In a paper in the European journal Astronomy & Astrophysics, the PEPSI team presents a Zeeman- Doppler-Image of the surface of the magnetically active star II Pegasi.
A special technique allows astronomers to resolve the surfaces of faraway stars. Those are otherwise only seen as point sources, even in the largest telescopes...
Researchers at Chalmers University of Technology and the University of Gothenburg, Sweden, have proposed a way to create a completely new source of radiation. Ultra-intense light pulses consist of the motion of a single wave and can be described as a tsunami of light. The strong wave can be used to study interactions between matter and light in a unique way. Their research is now published in the scientific journal Physical Review Letters.
"This source of radiation lets us look at reality through a new angle - it is like twisting a mirror and discovering something completely different," says...
New research group at the University of Jena combines theory and experiment to demonstrate for the first time certain physical processes in a quantum vacuum
For most people, a vacuum is an empty space. Quantum physics, on the other hand, assumes that even in this lowest-energy state, particles and antiparticles...
Physicists in the EPic Lab at University of Sussex make crucial development in global race to develop a portable atomic clock
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20.03.2019 | Life Sciences
20.03.2019 | Life Sciences
20.03.2019 | Trade Fair News | <urn:uuid:8c69411d-bb86-4da6-9e5e-d39025a9f78d> | {
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Here we are again. October has come and so has our special week devoted to Tales of Mystery and Horror .
Horror Literature is a genre which is intended to frighten or scare its readers by inducing certain feelings of horror and terror. Horror literature is usually linked to the supernatural. Often the central menace of a work of horror fiction can be interpreted as a metaphor for the deep fears of a society.
From 30th October to 3rd November teachers and students will be reading or listening to tales of horror in our wonderful library at school. And ... we will be doing it in different languages : Spanish, German, French and .. of course .. ENGLISH.
The English Department will be showing perhaps one of the most popular tales , "The Monkey´s Paw", by WW.Jacobs. This story was first published in England in 1902. This is a story in which we are not sure whether the supernatural forces are at work or not. If you feel confused and uncertain , you are not alone. This is how the characters themselves feel throughout the story.
Watch the video of the story here
You can read the story as well and answer some questions . | <urn:uuid:62fb727a-8dd3-49be-a06e-f2f1fcb03c13> | {
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Begin by reading the short document named “Isotopes”. This will provide you with some background information necessary to complete the questions.
1. Next, look at the two tables contained in the document named PNAS (this is the name of the journal where I found this information). For this assignment, concentrate only on the Mean 13C data for the three types of food listed in TABLE 1. Using the data from TABLE 3 for the 13C content of animal feeds, can you provide a short explanation of the results shown in TABLE 1?
2. Next, look at the two tables contained in the document named JNUTR. In TABLE 2 again concentrate on the 13C values in this Eskimo population. As you look at the different age cohorts of the population, what do you notice about the source of total energy (the right hand two columns of the table)? Using the information in TABLE 1 for 13C, can you offer an explanation for the differences between the age groups in the 13C content of their red blood cells? | <urn:uuid:70114dd0-7dc3-4bc4-b09f-7a126e924921> | {
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On May 5th 1817 in the elegant home of the French dowager Marquise de Sariac, a boy was born. He was christened Gabriel-Marie-Gaston de Raousset-Boulbon, later shortened to Gaston. He would inherit the title of “count” from his father, who hailed from one of the most ancient noble families of the city of Avignon in the region of Provence in southern France. Soon after he was born, Gaston’s mother died, and his father abandoned him to the household of his grandmother the marquise. While Gaston was well taken care of on the estate of his grandmother, the lack of a father in his life caused the young Gaston to act out. His grandmother’s servants found it increasingly difficult to handle his violent outbursts, his indomitable spirit and his general obstinance. At the age of seven, Gaston beat his tutor and claimed the right to rule the household. This enfant terrible was called “The Wolf Cub” by the servants who begged the marquise to take more drastic measures with the boy. Madame de Sariac wrote to Gaston’s father to take him, but he would not. It was then agreed that “The Wolf Cub” would be sent off to a Jesuit college in Freiburg, Germany, where many noble families of Germany and France sent their troublesome children. As one of Gaston’s biographers would account, “After several days of observation, these scientists of the soul decided that this young wolf had the makings of a hero. They took care not to irritate him, and by the influence of reason, emulation and, above all, insistence upon the point of honor, won from him what they could never have obtained by compulsion. Two years later, the “wolf cub” was the eagle of the college.” He spent nine years there.
When Gaston was 18 he inherited 300,000 Francs from his mother’s estate and immediately went to Paris to live the high life of a young gentleman in this cosmopolitan capital. In addition to his Paris apartment, he owned a luxurious houseboat on the Seine, which was a novelty at the time. He rode in a coach driven by black horses harnessed in silver and passed his days in the Parisian cafés discussing politics and entertainment. After 10 years of living as an idler, Gaston grew quite restless and wearied of Paris. He was ready for his first adventure.
At the time Marshall Bugeaud had just conquered Algiers and the French government was encouraging French colonization of Algeria. Gaston saw an excellent opportunity for a new life in a new country, someplace that would test his mettle and fortitude. He moved to North Africa and used what was left of his fortune to buy land in the Mitidja region, but found that he had no knack for agriculture and very little patience for the French military governors of the new colony, whom he described as tyrannical. By 1848, he sold his Algerian holdings at a considerable loss and returned to Avignon to live with his grandmother at her comfortable estate. It was there where he regrouped and planned his next move.
It was not long before he reestablished himself in France that Gaston became interested in the stories he had heard coming from California. The former Mexican backwater was newly acquired by the United States and gold fever had drawn people there from all over the world. San Francisco – once known as the sleepy Spanish outpost of Yerba Buena – had ballooned in size as a result. Gaston, nearly penniless, gathered together enough money for a passage to California and to buy a mechanical dredging machine, and set out for the New World. He wrote extensively in his diaries and letters to his friends back home about the harrowing journey from France to Panama, and then how he and other fortune-seekers made the dangerous jungle crossing through Panama to the Pacific, at which point they boarded another ship for San Francisco. The trip took months, but the eager “wolf cub” was certain he would make a new life for himself in the goldfields of the Sierra Nevadas.
Working a gold claim was much more difficult that the young count had expected. He earned enough to keep a roof over his head in the part of San Francisco known as “The French Refuge” but had grown bored of the life of earning a simple living as a gold prospector. While in San Francisco he became friends with many other Frenchmen living out the same dream he was. Among them was the Marquis Charles de Pindray who had a similar background as Gaston. The Marquis was from an old noble family and had a troubled childhood. He was also taken in by the Jesuits who gave him a formal education and who rounded out his rough edges. The Marquis de Pindray came to America with the intentions to live large and to make a fortune, much like Gaston. It was Pindray who put into Gaston’s head the idea of leaving California and heading for a richer, more untamed land called Sonora in northern Mexico.
At the time, Mexico was completely incapable of ruling its northern provinces. Apache and Yaqui Indian raids hampered permanent settlement and made commerce and travel difficult. The central government in Mexico City knew it had to do something to pacify the northern part of the country or possibly risk more territorial loss to the United States whose expansion into almost 50% of Mexico after the Mexican War was still on the minds of the Mexicans. Knowing that San Francisco was home to a large number of adventurers and discouraged prospectors at the end of their resources, the Mexican government encouraged – through their consul named Del Valle – the formation of an expeditionary force to go to Sonora to tame the land and open old mines. The French consul, a man named Patrice Dillon, was behind this idea fully, because he thought it would rid San Francisco of certain rambunctious Frenchmen who were a constant thorn in the side of the French consulate in the city. Dillon approached the Marquis de Pindray with the offer to lead the Sonoran adventure. He accepted. Count Gaston, who had been away in Los Angeles on business at the time, joined the expedition later.
Pindray, Gaston and dozens of other Frenchmen, along with some Americans and other foreigners, established themselves in the town of Cocóspera about 50 miles south of modern-day Nogales. The town consisted of an old Spanish mission, a rancho and several habitations, but it was not well-defended and was constantly raided by Indians and desperadoes. The Marquis de Pindray was ultimately killed during one of the raids and Gaston was made leader of what was left of the expeditionary party. The remaining force, decimated, eventually withdrew and returned to San Francisco. There, Count Gaston had another plan simmering.
After securing the necessary funds, on May 25, 1852 Gaston left San Francisco for Mexico City, a detailed plan in hands. When he arrived at the capital, the French count met with the president, Mariano Arista. The president approved of his plan, gave Gaston sixty thousand piasters and assured him of his complete support of his new project to colonize and pacify Sonora. Of prime interest of the Mexican president was the reopening of the mines, as the Mexican treasury had nearly been depleted. Arista also wanted some of the money from the mines for himself as he had a feeling that his own days were numbered as the leader of Mexico.
Later that year Gaston landed in Guaymas with his contingent of men and was met by 200 soldiers of a Mexican regiment that had been pledged to help him establish order in Sonora. The local governor of the state of Sonora, General Blanco, who was at odds with the central government in Mexico City did not like this foreign intrusion into his territory. He would not yield the capital city of Hermosillo to Count Gaston’s forces and a battle ensued. The general was defeated, and the foreign expeditionary force held Hermosillo. The victory was short lived, as the forces loyal to the general retook the city and caused the invaders to march back to the sea. After spending a brief time recovering from an illness in Mazatlán, Gaston returned to San Francisco to regroup again. In a letter back to France, Gaston wrote:
“No, I have not abandoned hope of getting the best of it in the struggle with ill luck that I have waged since leaving the cradle; Sisyphus rolling his eternal rock, Jacob wrestling every night with a phantom – these are images from the lives of men whose careers resemble mine. No, I have not given up. When I found myself abandoned by my men, when I was at Death’s door, I had only one thought – to win back health, strength and mental force and return to Sonora.”
In his next attempt he knew he needed some serious backing. He had a grand plan for Sonora that went beyond his personal profiteering. From his days in colonial Algeria, Gaston had become closely connected with the family of Orléans and had a continuing correspondence with the Duke of Aumale. During a brief visit to San Francisco, Gaston became friends with François de Orléans, Prince of Joinville, the current Duke of Orléans’ third son who was married to the beautiful Princess Francisca de Bragança, the daughter of the Emperor of Brazil. With proper backing, Gaston wished for an independent Sonora ruled by the Prince of Joinville, a colonial paradise that would attract industrious immigrants from all parts of the world and whose military, and royal court, would be decidedly French. The old mines would be reopened and the irrigation programs like the ones the French used in Algeria would make the deserts of Sonora agriculturally productive. The Principality of Sonora would be ruled independently of France, a hereditary monarchy headed by the male heir of the House of Orléans. The nation of Mexico, aware of Count Gaston’s scheme, had other plans for Sonora.
In between Gaston’s expeditions, central power in Mexico City changed hands once again. In the meantime the Mexicans had called the strongman General Santa Anna out of exile in Colombia to deal with Mexico’s various problems. Santa Anna soon found out of the count’s next expedition to Sonora and was prepared. The previous deal Gaston had made with the former president was null and void, and Santa Anna just wanted all foreigners out of Mexican territory. Loyalists in Guaymas attacked Gaston’s battalion soon after it landed and the French count was arrested and held for 17 days. His sentence was pronounced and he was to be shot by firing squad in the town square on August 13, 1854. At the time of his execution, Gaston outstretched his arms, exposing his chest and said, “My friends, I ask you not to fire at my head; aim at the heart and try to aim true.” The Mexican soldiers fired, but their aim was so terrible that not a single bullet hit him. An excited crowd cheered thinking that Gaston’s life had been spared. To the surprise of the townsfolk, the Sonoran governor ordered the soldiers to fire again. Gaston was hit 4 times and fell face first to the ground and in a small cloud of dust ended the dreams of a flowery French paradise in the northern deserts of Mexico.
REFERENCE (Not a formal bibliography)
The Wolf Cub: The Great Adventures of Count Gaston de Raousset-Boulbon in California and Sonora, 1850-1854 by Maurice Soulié | <urn:uuid:0495e177-530c-4b68-b74f-63a41916c03f> | {
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In the African Serengeti, some years ago, while exploring animal play in the wild for the National Geographic Society, I saw two young lionesses engaged in what appeared to me to be a full on fight. But the accompanying Geographic seasoned animal behaviorist patiently described to me that what we were observing was not a real fight, but a “normal” non-aggressive important interaction; a complex but a very separate and necessary part of a lion developing interpride animal play behavior. She called it a “play-fight.”
And indeed, later as we looked at films of this episode, these lionesses had exhibited a specific pattern of very robust playful behavior. They were soft-eyed, curvilinear in their mutual, highly vigorous rough and tumble ballet and, neither their claws nor fangs were extended; when the episode ended they retreated non-combatively, remaining friendly pride mates. Not a real fight.
Paraphrasing Beth Kelley’s extensive article, “Just Wrestle – How We Evolved Through Rough and Tumble Play,” she says, this form of truly fundamental and powerful play is universal in mammals, and is found in others as well.
Rough & Tumble play helps prepare humans for the complexities, tensions and nuanced behaviors required for our highly social species to successfully navigate their lives. My observations and research indicate that rough & tumble has become a heavily repressed form of play in the US. It is important that rough & tumble play be recognized as a normal, necessary developmental pattern – not anarchy or unbridled aggression. All parents and others caring for children in early and mid childhood should be aware of this truth.
Rough & tumble play primes the creation of many neural networks in the brain, and is an important component that contributes mightily to social competency. It teaches humans the limits of their bodies – how to move and interact with others, how to develop rhythm and coordination, strength, agility, and more. Parents, teachers and care-takers need to know of its nature and importance.
My studies of humans at play throughout our long lifetimes reveal that even though more common in kids, other manifestations of rough and tumble play such as good natured needling can continue throughout life as a means of alleviating social tension and fostering bonds between individuals.
Research on rough and tumble play in animals (and its extension to humans) has shown that it is a fundamental interactive behavior necessary for the development and maintenance of social awareness, cooperation, fairness and a sense of belonging. In my personal reviews of its presence or absence – gained from taking thousands of lifetime play histories – I have found that even in small amounts, rough and tumble play has prosocial outcomes. In particular I believe that it provides an entrée’to and a sustaining aspect of self identity. Though the development of empathy and altruism requires cultural-moral modeling, the readiness to embrace these “civilizing” practices is catalyzed by healthy rough and tumble play. Rough and tumble play has broad prosocial implications that could mitigate our too-often vengeful world and certainly our current polarized society.
The role of rough and tumble play in the development of empathy began occurring to me while studying the background of a mass murderer, then subsequently the backgrounds of young incarcerated murderers. They demonstrated, by our careful review of their play histories, the absence of rough and tumble play in their often difficult lives, as compared to the play histories of demographically matched similar law-abiding others. That early research on violent antisocial men and the finding of their severe play deficiencies sensitized me to look more deeply at play itself, its nature and its impact on our lives. I have remained curious about play since those early studies and feel very fortunate for the opportunities I’ve had over my 50+ year odyssey of play discovery. Since founding the National Institute for Play in the early 1990’s my exploration of play behaviors has expanded greatly and my early findings have been validated from many sources, for which I am grateful.
As play scholars continually conduct more and more objective studies in controlled animal play experiments, a new discipline, Play Science is beginning to emerge. This focus has relevance for all humanity as the findings consistently point to the benefits of healthy play, and the consequences of its deficits.
The behavioral and brain size outcomes resulting from the presence or absence of roughhousing, (play fighting, or rough and tumble – R&T -play,) has been particularly well documented by Sergio and Vivien Pellis and other animal play scholars. They have, through careful observations of animal rough and tumble play and through controlled experiments, established the necessity of R&T play for brain size, synaptogenesis and establishment of competent pack, pride or group social functioning.
When R&T rat play is severely limited, the Pellis’s have demonstrated, those deficient in it exhibit multiple social incompetencies. They cannot “belong” or take their places in the hierarchy of the pack, and when interacting are avoidant or hyper aggressive.
We humans are certainly not rats, but the evidence from their objective research is similarly found in other species, and has likely linkages to play deprivation in humans.
In addition, Pellligrini’s extensive studies of children’s playground play, Joe Frost’s personal communication about his 30 years of observations of children’s playground play, and my own examination of rough and tumble through many clinical reviews are all consistent with the laboratory research of Pellis’s and other animal play scholars. I view the animal play discoveries and the children playground findings as parallel. Though we humans are a different species with a huge and unique upper brain layer – our cerebral cortex – we nonetheless share the same basic neurotransmitters and subcortical brain wiring as our animal cousins. The motivation for sustained behaviors arises from these subcortical areas in both animal and human brains.
When play in general, and rough and tumble play in particular is severely absent or richly available, the clinicial evidence – from the tragic stories of isolated Romanian orphans to the magnificent accomplishments of Nobel laureates for whom work and play are indistinguishable – demonstrates to my eyes the social imperative that these findings of Play Science result in new public practices.
Normal rough and tumble play behaviors such as chasing, hitting, diving, wrestling, helcking and teasing appear, to untrained eyes, to be aggressive and thus cause most adults to interrupt those patterns of play. Children, particularly at preschool ages, would benefit greatly if parents, child caretakers and preschool teachers could appreciate the importance of and learn to recognize the signs of rough and tumble play – smiles and happy interplay between friends who continue to be friends after the rough behaviors end. Of course, adult supervision should be there to disrupt actual hurtful aggression, but those supervisors would provide a developmentally positive service by not interfering when the children are happily rough housing.
A natural extension of rough and tumble play in older youngsters – as it naturally diminishes with age – is ongoing involvement in joking, games, sports and group activities that both tolerate and foster creative tension. For example, many middle schoolers would rather debate than eat. Adults’ lack of experience with this pattern of play results in their interrupting the kids’ give and take behaviors; those interruptions not only reduce the development of their social mastery, but also has been linked to their having poor control of violent impulses in later life.
It used to be that self-chosen, self-organized play were the principal activities of young people. Most adults over the age of 45 likely have memories of pick up games and exploring on their own – through puddles and fields or on city streets – told only to be home by dinner or before dark.
Without becoming too deeply immersed in nostalgia, the pickup games of my own youth were typical of those that spontaneously occurred in vacant lots and parks across the country. They had their own style and etiquette, were full of interruptions, reversals, flexibility and changing rules. Despite the seeming anarchy, these games existed within an overall, agreed-upon sense of structure, and fairness. They were undertaken with an accepted, minimal risk of damage, and had safeguards. While there was considerable mayhem and noise during the course of these games, I remember them as exciting, and without blatant aggression. In fact, the neighborhood bullies who had reputations for being aggressive or troublemakers were not included in the pickup games.
These games certainly let me know who I was: autumn-football in the Gunn family’s vacant lot was my training ground. It was there I realized I was feisty, but vulnerable, a fast, shifty runner, but not a gutsy tackler or courageous blocker like my older brother. I needed his protection and that of his friends to take on the challenge of the games, and they freely offered it. It was terribly important to get in the game, and belong. I remember feeling…fierce. It was OK to cry if you got hurt, but not OK to cheat or whine. Not OK to make fun of one of your own team members, but OK to ridicule someone on the other team. If team members changed in the middle of the game, it was OK to verbally humiliate the former teammate.
After these games we discussed the great plays and the incredibly lucky plays. We each had our own verbal highlight riffs, letting kids shine for a few moments in the spotlight for their abilities. We also let the screw-ups know in clear language their deficiencies.
I can attest that these child-chosen, child-organized, independent experiences have had major effects on my perceptions of myself, my capabilities and confidence as an adult. And that was also the case for most all the other boys who were involved in those games. Dougie was a star, and became a big ten half back, and later a major coach. The other star, Linnie faded athletically as he started high school, but his academic interests, and tinkering nature led him into dentistry. Jimmy, unathletic and overweight was assigned referee status but he had an important function in the overall game, and “belonged.” He became a lawyer. Looking back now, with the retrospective eyes of a trained psychiatrist, these play-inspired portraits of others and myself feel more real, persistent and predictive of life to come than most any other molding experience. Certainly, parents and mentors are pivotal, but the self that emerges through play is the core authentic self. And those “free play” settings were pivotal.
My systematic studies of the play deprived and the research of others confirm that these kid-organized games and other rough and tumble play experiences have significant positive long-term developmental impacts. Unfortunately, research is also showing that those child-chosen, child-organized, independent activities are becoming more rare. Most suburban kids now are ferried from music lessons to tutors to soccer practices each activity organized and overseen by adults. This is not all bad. I think that in many ways the relationship between kids and adults, kids and their parents, is much closer than in my day. But something very significant is missing.
My last trip to suburban Chicago and the old neighborhood revealed no empty lots, no pick-up games, a lot of adult supervised youth sports, busy kids and parents, many more and much nicer cars, less street noise, clearer air, mixed ethnic groups in sidewalk restaurants, and multiple families living in the big Victorian houses. Not the same world. Talk to kids on the street (when they can be found) reveals that they are generally more hip, glib, are inevitably texting on cell phones, and more comfortable with adults and authority than I remember any of my neighborhood buddies.
The National Institute for Play
Scott, Eric and Panksepp, Jaak (2003). Rough-and-Tumble Play in Human Children. Aggressive Behavior, 29:539
Burgdorf, J., Kroes, R. A., Beinfeld, M. C., Panksepp, J., & Moskal, J. R. (2010). Uncovering the molecular basis of positive affect using rough-and-tumble play in rats: A role for insulin-like growth factor I. Neuroscience, 168, 769–777
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. New York, NY: Norton
Pellis, S.M., & Pellis, V,. (2009) The Playful Brain – Venturing to the Limits of Neuroscience oxford, Oneworld Publications. | <urn:uuid:336d60af-0f92-460a-9e20-d76ee74ecacd> | {
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According to KidsAndCars.org, thousands of children are killed or seriously injured every year because a driver backing up didn’t see them. A backover incident typically takes place when a car is backing out of a driveway or parking space.
- The predominant age of victims are one year olds. (12-23 months)
- Over 60% of backing up incidents involved a larger size vehicle. (truck, van, SUV)
- Tragically, in over 70% of these incidents, a parent or close relative is behind the wheel.
- The Centers for Disease Control and Prevention reports over 2400 children are treated in hospital emergency rooms every year due a child being struck by or rolled over by a vehicle moving in reverse.
The BlindZone is not a blind spot, which is on the side of a vehicle. Instead it refers to the areas that a driver can’t see when slowly backing up or moving forward.
According to KidsAndCars.org, most vehicles have a blindzone behind them that measures approximately 7-8 feet wide and 20-30 feet long.
- Consumer Reports: What’s your car’s BlindZone?
Following these precautions from KidsAndCars.org could potentially save a life.
- Walk around and behind a vehicle prior to moving it.
- Know where your kids are. Make children move away from your vehicle to a place where they are in full view before moving the car and know that another adult is properly supervising children before moving your vehicle.
- Teach children that “parked” vehicles might move. Let them know that they can see the vehicle; but the driver might not be able to see them.
- Consider installing cross view mirrors, audible collision detectors, rear view video camera and/or some type of back up detection device.
- Measure the size of your blind zone (area) behind the vehicle(s) you drive. A 5-foot-1-inch driver in a pickup truck can have a rear blind zone of approximately 8 feet wide by 50 feet long.
- Be aware that steep inclines and large SUV’s, vans and trucks add to the difficulty of seeing behind a vehicle.
- Hold children’s hand when leaving the vehicle.
- Teach your children to never play in, around or behind a vehicle and always set the emergency brake.
- Keep toys and other sports equipment off the driveway.
- Homeowners should trim landscaping around the driveway to ensure they can see the sidewalk, street and pedestrians clearly when backing out of their driveway. Pedestrians also need to be able to see a vehicle pulling out of the driveway.
- Never leave children alone in or around cars; not even for a minute.
- Keep vehicles locked at all times; even in the garage or driveway.
- Keys and/or remote openers should never be left within reach of children.
- Make sure all child passengers have left the car after it is parked.
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Urging researchers, scientists and the media to be “cautious about amplifying unproven claims that tobacco or nicotine may maybe maybe maybe decrease the danger of COVID-19”, the World Successfully being Organisation on Also can fair 11 issued a assertion asserting there is “insufficient evidence to verify any hyperlink between tobacco or nicotine for prevention or remedy of COVID-19”.
“A review of analysis by public health specialists convened by the WHO on 29 April 2020 chanced on that people who smoke are more liable to receive severe illness with COVID-19, in comparison to non-people who smoke,” the WHO assertion says.
The worldwide health body moreover says: “COVID-19 is an infectious illness that basically attacks the lungs. Smoking impairs lung characteristic making it more difficult for the body to fight off coronaviruses and quite quite a bit of ailments. On hand study suggests that people who smoke are at higher risk of constructing severe illness and death.”
The assertion from WHO comes in the wake of a paper published in Comptes Rendus Biologies by French researchers from leading establishments — Institut Pasteur, CNRS, and Inserm — who hypothesise that recent coronavirus binds to nicotinic acetylcholine receptor (nAChR) to cause infection.
The binding of coronavirus to nAChR receptors proposed by the authors contradicts the unusual determining that the virus enters the cells by binding to receptors known as the angiotensin changing enzyme 2 (ACE2).
The hypothesis is that nicotine, which is already display in the body of people who smoke, binds to the nAChR receptor thus stopping the unconventional coronavirus from binding to the receptors thereby stopping infection. “Nicotine may maybe maybe maybe be suggested as a capability preventive agent against COVID-19 infection,” they write. In accordance with them, unusual smoking position appears to be like to be a retaining train against the infection by coronavirus; these that smoke are 80% much less liable to receive contaminated by coronavirus than non-people who smoke of the same age and intercourse.
In a manuscript posted in a preprint server, which is yet to be uncover-reviewed and published in a scientific journal, the French authors from Hôpitaux de Paris, Paris insist that in distinction to day-to-day smoking price of 25% in the French population, simplest 4.4% agree with been unusual people who smoke in the inpatient community and 5.3% in the outpatient community.
“Our gross-sectional watch in both COVID-19 out- and inpatients strongly suggests that day-to-day people who smoke agree with a extremely significant decrease chance of constructing symptomatic or severe SARS-CoV-2 infection as in comparison to the general population,” they write.
In accordance to Reuters, French researchers are about to start a human trial to study their hypothesis that nicotine reduces coronavirus infection. The trial will comprise healthcare workers and sufferers carrying nicotine patches or a dummy. The lag will study whether or now no longer these carrying nicotine patches are in a situation to defend infection-free.
People who smoke at higher risk
Reviewing the evidence on severity and mortality risks precipitated by COVID-19 in sufferers with persistent obstructive pulmonary illness (COPD), a paper published in PLOS ONE on Also can fair 11, chanced on that unusual people who smoke agree with been 1.45 events more liable to agree with severe problems from COVID-19 in comparison with used and in no arrangement people who smoke. Most in model people who smoke moreover had a more in-depth mortality price of 38.5%.
Reviewing 15 study that integrated 2,473 COVID-19 sufferers, the PLOS ONE watch researchers chanced on the prevalence price of people who smoke in COVID-19 instances changed into 9%. “Efficient preventive measures are urgently required to decrease COVID-19 risk on COPD sufferers and unusual people who smoke,” they write. | <urn:uuid:156cffbd-2d1b-45a8-b2d6-600abdb90c3f> | {
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Adilene Pauline September 25, 2020 Math Worksheet
These sheets help the users to practice mathematical problems. Solving these problems become much easier with the help of mathematical worksheets. Parents can easily help their kids with the help of printable sheets. Printable work sheets add fun to the kid`s learning process. Nowadays parents and teachers are using colorful sheets for teaching their children. These sheets help in learning new skills. Colorful sheets are easy to read and understand.
Track Record, Another advantage of these math worksheets is that kids and parents will be able to keep them to serve as their references for review. Since worksheets are easy to correct, students will be able to identify the items and areas that they had mistakes so that they will be able to correct those deficiencies. Keeping record is really a good thing; As a parent, you will be able to go back through them and assess their strong and weak areas. Keeping track you will be able to track your child’s progress as empirical evidence.
In my 5th grade classroom, we use a math review series that’s engaging and entertaining at the same time. In essence they are simply halfpage handouts with ten standards based math problems woven into a special picture or exciting scene. Remember, I want to keep the math review time quick, but effective. My students are engaged in the activity because they are always eager to find out what the next scene will be, and how the math problems will be nestled within. They also like how within each handout I inscribe the title in a way that fits with the theme of that particular scene – another attention catching technique. And since this review activity only takes about fifteen minutes of class time, it is quick yet extremely beneficial.
First, the Basics! The x axis of a graph refers to the horizontal line while the y axis refers to the vertical line. Together these lines form a cross and the point where they both meet is called the origin. The value of the origin is always 0. So if you move your pencil from the origin to the right, you are drawing a line across the positive values of the x axis, i.e., 1, 2, 3 and so on. From the origin to the left, you’re moving across the negative values of the x axis, i.e., -1, -2, -3 and so on. If you go up from the origin, you are covering the positive values of the y axis. Going down from the origin, will take you to the negative values of the y axis.
It’s easy to see how free worksheets can save you money. If you want, you can skip buying math books and just use worksheets that you get for free on the internet. All you need to do is use a ”scope and sequence” book that tells you what your child needs to be doing in math by age and grade. This book is essential when you homeschool. I recommend getting one of these books when you first begin homeschooling and use it as a reference throughout your homeschool journey. Regardless of how long you homeschool, you’ll always have doubts and questions about how your child is performing.A scope and sequence book can put your mind at ease.
Another problem with almost all worksheets is that they don’t prevent incorrect answers. Self-checking worksheets just let the student know they did something wrong–after the fact. I am a firm believer in the concept that, if at all possible, learning should be structured in small chunks in such a way that there is very little possibility for error. Worksheets often allow for mistakes to be made and then to be repeated many times. A mistake that gets practiced is extremely difficult to correct. This especially happens when worksheets are used as time fillers or baby sitters and the work isn’t really being supervised.
Tag Cloudyear 6 maths sats revision worksheets year 6 sats revision worksheets free year 6 sats revision worksheets gcse maths revision worksheets gcse maths revision worksheets with answers gcse maths revision worksheets pdf year 6 sats revision worksheets 2018 reverse percentages worksheet year 8 maths revision worksheets year 8 maths revision worksheets pdf year 9 maths revision worksheets | <urn:uuid:d747fc1c-40a1-46d9-a5e6-8ce9435676f2> | {
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Views: 0 Author: Site Editor Publish Time: 2023-05-24 Origin: Site
When it comes to indoor air quality, one of the most important factors is the efficiency of the fan motor. Efficient motors not only help maintain indoor air quality, but also save energy and lower your electricity bills. But with so many different motor efficiency ratings out there, it can be confusing to know what they all mean. In this article, we'll break down the most common motor efficiency ratings and what they signify.
What is Motor Efficiency?
Types of Motor Efficiency Ratings
Factors Affecting Motor Efficiency
Benefits of Efficient Motors
Choosing the Right Motor for Your Application
Maintaining Motor Efficiency
In most HVAC systems, the fan motor is responsible for moving air through the system and into your living spaces. But not all motors are created equal. Motor efficiency ratings are designed to help consumers understand how efficiently their motor is operating and how much energy it's consuming. By choosing a motor with a higher efficiency rating, you can lower your energy bills and reduce your carbon footprint.
Motor efficiency refers to the amount of input power that's converted into output power. In other words, it's a measure of how effectively the motor is doing its job. An efficient motor will use less input power to produce the same amount of output power as an inefficient motor. The more efficient the motor, the less energy it will consume, and the more cost-effective it will be to operate.
There are several different motor efficiency ratings that you may come across when shopping for a new motor. Some of the most common include:
The National Electrical Manufacturers Association (NEMA) created the Premium efficiency rating to identify motors that meet their strict efficiency standards. These motors are up to 3% more efficient than standard motors and are designed to operate at full load for extended periods of time.
The Energy Star program is designed to help consumers identify products that are energy-efficient and environmentally friendly. Energy Star-rated motors are up to 20% more efficient than standard motors and meet strict efficiency guidelines set by the U.S. Environmental Protection Agency.
The Consortium for Energy Efficiency (CEE) has created a tiered rating system to help consumers identify the most efficient motors on the market. Motors that meet the highest CEE tier are up to 25% more efficient than standard motors and are designed to operate at full load for extended periods of time.
The Energy Independence and Security Act (EISA) was signed into law in 2007 and includes regulations aimed at increasing the efficiency of electric motors. Motors that meet EISA efficiency standards are up to 10% more efficient than standard motors and are designed to operate at full load for extended periods of time.
The Department of Energy (DOE) sets minimum efficiency standards for electric motors in the United States. Motors that meet DOE efficiency standards are more efficient than standard motors but may not be as efficient as motors that meet other efficiency ratings.
Several factors can affect the efficiency of your motor, including:
Motors that operate at a higher voltage are generally more efficient than those that operate at a lower voltage. Higher voltage motors can produce more output power with the same input power, which means they're more cost-effective to operate.
Motors that operate at a lower load are generally more efficient than those that operate at a higher load. If a motor is operating at less than full load, it will consume less energy and be more cost-effective to operate.
The temperature of the motor can also affect its efficiency. Motors that operate at higher temperatures are generally less efficient than those that operate at lower temperatures. This is because higher temperatures can cause the motor to lose energy through heat.
There are several benefits to using an efficient motor in your HVAC system. These include:
Efficient motors consume less energy, which means you'll pay less on your electricity bill each month.
Efficient motors help maintain a consistent airflow, which can improve indoor air quality by reducing the amount of dust and allergens in your home.
Efficient motors are designed to operate at full load for extended periods of time, which means they may have a longer lifespan than less efficient motors.
When choosing a motor for your HVAC system, it's important to consider factors such as the load, voltage, and temperature of your application. You should also consider the efficiency rating of the motor and whether it meets your specific needs.
To ensure your motor maintains its efficiency over time, it's important to perform regular maintenance. This may include lubricating moving parts, cleaning the motor, and checking the electrical connections.
Motor efficiency ratings are an important consideration when choosing a fan motor for your HVAC system. By choosing a motor with a high efficiency rating, you can save money on your energy bills, improve indoor air quality, and potentially extend the lifespan of your motor. It's important to consider factors such as load, voltage, and temperature when selecting a motor, as well as performing regular maintenance to ensure it continues to operate efficiently.
What is the most efficient motor rating?
The most efficient motor rating will depend on your specific needs and application. NEMA Premium, Energy Star, and CEE Tier are all considered to be high-efficiency ratings.
How much money can I save with an efficient motor?
The amount of money you can save with an efficient motor will depend on several factors, including the size of your HVAC system and the cost of electricity in your area.
How often should I perform maintenance on my motor?
It's recommended to perform maintenance on your motor at least once a year, or more frequently if you notice any issues.
Can I retrofit my existing motor with a more efficient one?
In some cases, it may be possible to retrofit an existing motor with a more efficient one. However, it's important to consult with a professional to ensure compatibility and safety.
Are there any tax incentives for using efficient motors?
There may be tax incentives available for using energy-efficient motors, depending on your location and specific circumstances. Consult with a tax professional for more information.
There's a lot to consider when it comes to ordering fan motors. The CPMDJ team is here for you. Let us know what you're looking for, and we'll help you determine which fan motor options are best for your application. | <urn:uuid:32dfa48e-d20c-4f6a-8049-3b9ed3ab2fb5> | {
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How to Convert Negative Celsius to Fahrenheit. Both the Celsius and Fahrenheit scales include... - read more
40 °C is equal to 104 °F The conversion formula is Fahrenheit temperature = (9/5 x Celsiustemperature)+... - read more
Please vote if the answer you were given helped you or not, thats the best way to improve our algorithm. You can also submit an answer or search documents about what is negative 5 degrees celsius in fahrenheit. | <urn:uuid:14f0e760-5593-458f-bff4-02c3658ae0e0> | {
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A patch of this light-absorbing forest
the size of a quarter still contains tens
of millions of nanotubes.)
While scientists don’t fully understand
how the thicket of nanotubes swallows
all light, the dilute packing of the tubes
seems to be crucial. The trees in this
particular carbon nanotube forest are
so tall, thin and sparsely planted that
there’s no real surface for light to strike.
“It’s almost like light has a soft landing on
the structure,” Lin says.
The carbon nanotube trees are different heights and tangle together at the
tips. And while the tubes are a somewhat hefty 10 nanometers across, Lin
and his colleagues made them very, very
tall, about 500 micrometers. (A similarly proportioned No. 2 pencil would
be more than three times as tall as the
Statue of Liberty). This extreme skinniness, uneven height and sparse packing
transforms the forest into a sponge that
soaks up light.
“For light, it is almost like nothing.
It is like the empty sky,” Lin says.
“Why is the empty sky so dark? Because
it almost has nothing. It is so dilute,
nothing ever comes back. Material is
When light strikes ordinary mate-
rials, it bounces off in a predictable
manner related to the angle at which it
came in. But the nanotube forest doesn’t
care about angles. The small amount of
reflection that does occur is totally angle
independent, says Lin, which makes no
“There is no classical theory to explain
this new type of surface,” Lin says.
“There is no theory,” he laughs. “That’s
s TeM filMs
Scientists at the National Institute of
Standards and Technology and Stony
Brook University in New York have
already put this new dark material to
use (for good, not evil). They grew a
similar nanotube forest as a coating for
a contraption that accurately detects
the power of lasers shined into it. This
dark detector might also help improve
measurements of the temperature of the
Earth and sun, the team reports in the
September Nano Letters.
Voltage applied to artificial muscle spun
from nanotube sheets (illustration, top)
makes the muscle expand (bottom)—in
some cases by more than 200 percent.
Fire and light are surely captivating, but
no big top is complete without feats of
strength. Scientists exploiting carbon
nanotubes’ stretchy properties recently
created giant artificial muscles.
Many materials when stretched one
way, will contract in another way, says
Ray Baughman, director of the NanoTech Institute at the University of Texas
at Dallas. Think of yanking on a rubber
band — as it lengthens, its width shrinks.
The relationship between the amount
of stretching and contraction is known
as Poisson’s ratio. Rubber, for example,
has a very high Poisson’s ratio, nearly 0.5.
Stretch it one way, and it contracts in the
other direction by quite a bit. Cork, on
the other hand, doesn’t bulge out much
when pushed. It has a Poisson’s ratio
near zero, making it easy to wedge back
into a wine bottle.
While exploring the push-and-pull of
various materials in the lab, Baughman
and his colleagues spun carbon nanotubes into airy sheets. These sheets
“represent a strange state of matter,”
he says, with fantastic elastic properties that correspond to Poisson’s ratios
as high as 15.
Taking advantage of these bizarrely
large Poisson’s ratios, Baughman, colleague Ali Aliev and others turned their
sheets into giant muscles that contract
like crazy when pulled just a tiny bit.
Stretch these sheets just 1 percent in
one direction and their volume shrinks
by 23.5 percent, the team reported in
Science in 2009.
When natural muscles contract and
expand, their length typically changes by
less than 40 percent. But the team found
that the nanotube muscles can change
their length by more than 230 percent in
a fraction of the time, giving them some
serious punch. And since they can still
flex their stuff at extremely high and low
temperatures, the artificial muscles may
be ideal for robots exploring hostile environments, such as Mars.
“Ordinary muscles of course are
wonderful,” Baughman says. “They
are self-repairing, they can last a life-
time. But these artificial muscles based
on carbon nanotubes are much faster
in terms of response than natural
muscle. And they can operate in extreme
environments where no other artificial
muscle will survive.”
The artificial muscles’ massive con-
tractions can now be nicely described
with theory and numbers, but it took
mucking about in the lab to discover
the strange behavior. And so it goes with
science. Eventually, researchers will
probably gain some clarity concerning
the other unusual properties exhibited
by carbon nanotubes. Those new theo-
ries will lead to more experimental work
and then to additional mysteries. In the
scientific volley between theory and
experimentation, surprises can spring
like a sudden backhand.
Strano says he has complete faith that
theory will soon explain why a carbon
nanotube can behave so strangely. “But
observation and discovery will still play a
role,” he says. “Making one and being able
to manipulate it in the lab and do strange
things to it has taught us quite a bit.”
s The nanotube site:
december 4, 2010 | science news | 23 | <urn:uuid:0e36237f-412c-448b-939a-04d85ee6bc31> | {
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What parts make up a a story? http://members.tripod.com/dscorpio/ima ges/literary_elements.ppt
In a traditional plot structure, there are stages. The stages of plot usually happen in this order: 1. In the ___________, the author introduces the characters, setting, and conflict. and also reveals the story’s. 2. The ___________ is the part of the story where the conflicts gets complicated. 3. The ___________ is the tension builds to the highest point 4. The _____________ is the part of the story where the suspense lessens. 5. The _______________ is the part of the story where the outcome is revealed. Do Now: Complete the blanks.
Plot Setting Characters Conflict Theme What are important story elements?
Exposition – author’s intro of setting, protagonist, and their conflict(opening situation) Rising action- the problem becomes more complicated Climax- highest point of interest or suspense of story Falling action- suspense is eased Resolution- main conflict is resolved. Parts of a Plot
Suspense- excitement or tension Foreshadowing- hint or clue about what will happen in story Flashback- interrupts the normal sequence of events to tell about something that happened in the past Irony- an outcome that reader does not expect Special Techniques of Plot
Physical appearance of character Personality Background/personal history Motivation Relationships Conflict Change How do we analyze Characters?
Major characters Minor characters Round characters Flat characters Types of Characters
A A writer reveals what a character is like and how the character changes throughout the story. Two Two primary methods of characterization: Direct- Direct- tells what the character is like Indirect- Indirect- shows what a character is like using Speech Speech Thoughts Effects Effects on other Actions Looks What is Characterization?
Direct Characterization And then Edward stepped out from the trees, his skin faintly glowing, his eyes black and dangerous. He held up one hand and beckoned me to come to him. The wolf growled at my feet. I took a step forward, toward Edward. He smiled then, and his teeth were sharp, pointed. From Twilight by Stephanie Meyers
Indirect Characterization No one is staring at you. I promise myself. No one is staring at you. No one is staring at you. From Breaking Dawn by Stephanie Meyer
Details that describe: Furniture Furniture Scenery Scenery Customs Customs Transportation Transportation Clothing Clothing Dialects Dialects Weather Weather Time Time of day of year SettingSetting
. To create a mood or atmosphere To show a reader a different way of life To make action seem more real To be the source of conflict or struggle To symbolize an idea The Functions of a Setting
Set their characters in a “world” with a particular location in place, time and culture.. Physical Setting: include all of the places where the action takes place. i.e. geography, the climate, and the physical objects. Temporal Setting: time in history, time of year, and time of day. impacts character motivation and action. Setting
Cultural Setting: patterns of behavior and beliefs that dominate the society in which the characters live. i.e. Family relationships, moral values, political systems, class structures, gender roles and race relations are all part of the cultural environment. More on Setting
Conflict Conflict is a struggle between opposing forces Every Every plot must contain some kind of conflict Stories Stories can have more than one conflict Conflicts Conflicts can be external or internal External External conflict- conflict- outside force may be person, group, animal, nature, or a nonhuman obstacle Internal Internal conflict- conflict- takes place in a character’s mind Conflict
A central message, concern, or insight into life expressed through a literary work Can be expressed by one or two sentence statement about human beings or about life May be stated directly or implied Interpretation uncovers the theme Theme
Example of Theme “Every man needs to feel allegiance to his native country, whether he always appreciates that country or not.” From “A Man Without a Country” by Edward Hale pg. 185 in Prentice Hall Literature book | <urn:uuid:07dc0811-e190-428c-9e70-012c1b41734a> | {
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3D manufacturing halves lead time
Thanks to 3D technology, the company Trelleborg Sealing Profiles halved the manufacturing time for their extrusion tool, and even shorter times are possible.
Together, Swerea and Trelleborg Sealing Profiles used 3D technology to manufacture extrusion tools. The goal was to assess work methodology and quality in the 3D printing of metal.
3D scanning of existing tool
The first step involved scanning the existing tool to form a base from which to work. Using the base, a digital model was created which was then used to print the tool. The tool was finally heat treated and cleaned.
It takes around four weeks to manufacture a new extrusion tool. In the project, which tested the 3D technology, the lead time was halved. It is hoped that manufacturing time can be reduced even further.
3D technology enables flexibility
3D technology has numerous benefits. Among other things, it is much easier to introduce changes into production and a product's usability can be determined much faster. The 3D manufactured tools have been tested in production and have demonstrated good properties. Some research work remains however, such as optimising the surface's properties.
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One of the most popular festivals is approaching. With its beautiful motifs and themes, Easter delights young and old and, like many other festivals, encourages crafting, creating and decorating. Accordingly, Easter is also celebrated in the elementary school. And the possibilities for crafting something great with the kids are endless and the projects are all huge fun. That’s why we’ve put together some ideas for Easter crafts in elementary school for all teachers, but also for parents with elementary school children, with which you can spend creative school hours or afternoons. With simple materials, the little ones can do great projects for a fun Easter craft in elementary school or at home.
Easter crafts in elementary school – garland made from carrots.
We’ll start with a great idea for an Easter garland, because garlands are festive and can wonderfully decorate the window, the wall or the area between two lamps, spreading just the right mood. They are sympathetic carrots in accordion look, which are made quite simply from paper. Fans certainly every child has made at least once, so this is a familiar technique. So if you are looking for extra simple ideas for Easter crafts in elementary school, you can make the following Easter garland:
- orange construction paper
- Green construction paper
- glue stick and hot glue
Cut the orange paper according to the carrot size you want (15 x 6 cm in the example). Then fold the paper from one of the two long sides to the other like an accordion. Then fold the obtained strip in the middle to get a “V”. Apply glue to one of the two inner sides of this “V”, after which you glue the two inner sides together. In this way, you will create a triangle that looks like a carrot.
Then you can craft the carrot greenery. Again, prepare a strip, for example, with the same size as for the orange paper. Then cut a zigzag pattern on one of the long sides. The zigzags here should be of different lengths and widths. Then roll the strip lengthwise and tape the end down so the paper doesn’t unroll again. Tape the greenery to the back of the carrot. Make several such carrots (for Easter crafts in elementary school, for example, each child can make one so that they all contribute to a garland together). Lay out yarn in front of you and spread the carrots on it at even intervals. Glue them down with hot glue.
Easter crafts in elementary school – Cool carrot with template
While we’re on the subject of carrots, we’d also like to offer you this great idea for Easter crafts in elementary school. So if you are looking for projects for Easter crafts with children with templates and instructions for free, opt for this. The template shows exactly how to close and cut the paper and then just glue. This Easter craft for kids is perfect to practice cutting, because cutting is abundant, as you will see.
Print the template on orange paper and cut out the design along the outline only at first. Then cut the strips along the dotted line and fold the ends to the marked areas (solid lines). These folded ends will become your glue tabs. Apply glue there, curve the strips to the other side and glue them to the base. After that, craft the greenery and glue it to the carrot from the back.
Craft templates for Easter – print carrot here .
Easter crafts in elementary school – make Easter pendants.
Great Easter ideas for kids are also pendants that can be used to decorate not only the Easter bouquet, but also the window or chandelier. If you want to make such Easter decorations, you have a wide variety of materials at your disposal, from craft clay to cardboard and even wood. We will show you how to make Easter pendants yourself from paper for Easter crafts at Aqaurell Elementary School.
- Paper for watercolors (alternatively, thicker paper is also suitable, e.g. thin cardboard or cardboard)
- Cookie cutter for egg shaped cookies
- optional salt and brush with hard bristles
- golden paint
- hole punch
- pads and suitable clothing
- Containers for the colors (cups, bowls) and an old baking pan or tray or something else to dry the eggs.
Using the cookie cutter, transfer the egg shape to the paper and then cut out the eggs. Mix the watercolors with water according to package directions. You do not have to fill the containers to the top. Between 2.5 and 5 cm are sufficient for dipping. Some colors you can also add a little glitter. Then you can dip the prepared eggs in the different colors, creating new color patterns over and over again.
Then place the wet eggs in the prepared container to dry. While they are still wet, you can also sprinkle them with a little salt for additional interesting effects. This is because the grains of salt absorb the moisture, creating beautiful patterns. Once the colors have dried, you can remove the salt with a brush. Then poke holes in the top of the eggs and tie a piece of yarn in a knot. Then decorate the yarn with beads, if you like, and tie the ends together to make a loop for hanging.
Craft Easter decorations from paper – Cute chicks
Paper and wiggle eyes – that’s all you need for these cute chicks. If you add a loop to them at the end, you can even use them as pendants. We’ll show you how to craft them for Easter with kids and implement the idea quite easily for Easter crafts in elementary school.
- yellow construction paper
- orange or red construction paper
- wiggle eyes
First, you will need strips of the yellow paper (about the width of a finger and cut widthwise) that you trace with a ruler and then cut out. Alternatively, you can use a paper cutter. You could also prepare the strips at home and then bring them to school ready cut. You will need 4 strips per chick, folding each once in the middle very slightly (just to mark the middle). Then place one strip in front of you, apply a little glue in the middle and place a second one on top to form a cross. Repeat with the other two strips, whereupon you glue the two crosses on top of each other, offset from each other. You will get a snowflake shape.
Now always glue two opposite ends of the strips together, creating rings. Finally, you will get a ball. Cut wings out of yellow paper and glue them to the ball. After that, make another beak, glue it to the ball as well and add the wiggle eyes. By the way, you can make any other typical Easter animals like a bunny or a sheep in this way. Thus, you are welcome to duplicate the Easter crafts in elementary school. The ball always forms the basis and its color as well as the other elements are adapted to the respective animal (e.g. white ball, black legs, ears and mouth for a sheep; brown, beige or white ball, long ears and whiskers if you are crafting an Easter bunny with children, etc.).
Craft ideas for Easter – Easter pictures craft with tissue paper.
Print out coloring pictures with Easter eggs as motifs (or other Easter motifs) and set out tissue paper for the children. The elementary school children then tear small pieces out of the tissue paper, crumple them up and use them instead of paint to create the Easter egg. The children can get really creative and make beautiful Easter pictures. By the way, the idea is also very suitable if you make greeting cards with the children for Easter for the parents or grandparents.
Make a sheep with ear sticks
Isn’t this little sheep really cute? It’s the perfect idea for Easter crafting in elementary school, where the sheep is also welcome to decorate a greeting card or be designed on both sides and used as a pendant. How to make it:
- Cotton swab
- white paper
- black felt-tip pen
- pink crayon or wax crayon
- clothespins (2 per sheep)
From the white paper, cut an oval-shaped piece and a smaller one for the head. Then cut the cotton heads of the sticks. Apply glue in sections on the edge of the oval paper and arrange the cotton heads there next to each other. Then continue with the next section. You should work in sections so that the glue does not dry while you are still busy with another area. Once you have glued the edge, continue inside this first circle, each new row overlapping the previous one.
Then make the head: create a fringe and the two ears with the sticks, then paint the face with the felt-tip pen on as well as pink wangles. You can additionally decorate the head with a pretty bow. Finally, glue the clothespins for the legs to the back. Here you have two options: If you want to be able to stand the sheep up like a figurine, point the top of the clips (the ones you squeeze to open) down. You can also attach the clamps the other way around and then use them to clamp the sheep somewhere and hang it up.
Craft marble eggs with shaving cream
We have already shown you how to make interesting pictures with shaving foam and paints. Of course, you can use this technique to make such marbled eggs. First, cut out large eggs from cardboard. Then put shaving foam in a shallow container and spread over it many blobs of color (for example, with acrylic paints). Then use a shish kebab skewer to make the marble pattern by dragging it back and forth through the colors.
Then place the sheet of paper over it and press it lightly into the foam. Take it out again and place it on a surface to let the colors soak in for a while. Then use a scraper, spatula or other suitable tool to pull the foam off the sheet. The color patterns should then be transferred to the paper. You can hole punch the finished eggs and hang them up or display them in a frame. | <urn:uuid:2973a81a-f14b-4146-bf32-051e43d43b21> | {
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Phoenician Terracotta Figure of a Man
|Date:||ca. 450–425 B.C.|
|Dimensions:||height: 61.5 cm|
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Phoenician Terracotta Figure of a ManAt the end of the second millennium B.C., an ethnic group emerged from among the Canaanites, whose country extended along the East coast of the Mediterranean, and who spoke a language that belonged to the Semitic family. The Greeks called these people Phoenicians. The Phoenicians did not form an integrated state. Their big settlements (such as Byblos, Sidon and Tyre) were independent city-states, but they all shared a common religion, language, alphabet and other cultural characteristics. They inhabited the narrow coastal strip bounded by the Lebanon mountains, the country jutting slightly into Syria on the north and Israel on the south, corresponding roughly to the territory of present-day Lebanon.
They primarily depended on the products of their handicraft and their maritime trade, as the cornerstones of their economy. Homer mentions them as a seafaring people. From the very end of the second millennium on, they made voyages of exploration in the Mediterranean, in the course of which they soon reached the Iberian Peninsula, and even beyond that, the islands heralding Britain. The main purpose of these travels was to obtain raw materials, and besides that, trade with their own products and those of the people they got to know during these voyages. In the second half of the 6th century the Persian Empire occupied their country, but the Phoenicians' independent existence was ended only by the conquest of Alexander the Great in 332 B.C. Their most lasting achievement was their consonantal alphabetic script, the characters of which were adapted by the Greeks, and thus are still in use. Their way of life made them eminently eligible for the role of introducing the achievements of the great Near Eastern civilisations of Egypt and Mesopotamia to the people inhabiting the coastline of the Mediterranean.
To facilitate their voyages and foster their commercial activities, they started to establish trading posts in the 10th century, and from the turn of the 9th and 8th centuries on, they established colonies, amongst which Carthage was the most prominent one. Initially, they competed peacefully with the Greeks, who embarked on voyages encompassing the whole coastline of the Mediterranean and the Black Sea soon after the Phoenician efforts. The Phoenicians established settlements in Cyprus, maybe in Rhodes and also on the southern coast of Crete. Their trading posts are found mostly on the coasts of Sardinia, the western part of Sicily and the island of Motya, in Malta, on the Mediterranean coast of present-day Tunis, Algeria and Morocco, furthermore, in the Balearic Islands and the greater southern part of the Iberian Peninsula. In fact, they even settled beyond the Strait of Gibraltar, to the Atlantic coast of Morocco. The division of the spheres of interest did not mean rigid separation: for instance, the works of Phoenician masters turned up in large numbers in the territory of Italy inhabited by the Etruscans. Likewise, Greek vases surfaced in Carthage and other Phoenician settlements. After the Perisan occupation, the influence of Greek art got stronger in the homeland, just as much as in all the other parts of the Persian empire, and thus in the 5th and 4th centuries a Graeco-Phoenician art evolved, never abandoning local traditions.
The rich crop of Phoenician terracotta figures belongs to this same artistic trend, an important representative of which is the unusually big (one third of lifesize) male figure in the Collection of Classical Antiquities. The design of the tresses can be traced back to the Greek sculpture of the turn of the 6th and 5th centuries, though, the original snail curls got simplified into mere protrusions, which frame the forehead in two rows. However, a later period is indicated in the posture of the figure by the appearance of the great achievement of Early Classical Greek sculpture: the ponderation of the standing figure. The weight of the body is not equally distributed, it is the right leg that bears the bulk of the weight, the slightly bent left leg simply props the body up. The simultaneous presence of these two features indicates that the statue must have been made around the third quarter of the 5th century B.C.
It is remarkable, however, that the gesture of the hands preserved the local tradition hailing from the Bronze Age: the left hand raised as if in greeting, prayer or benediction, while the missing right hand originally reached forward. It is another characteristically local feature that the figure ostensibly imitates the posture of ponderation, whereas neither the hips, nor the head move away from the frontal pose, as it is seen in Greek statues; also the folds of the long, sleeved robe (chiton) are less dynamic. By blending traits taken from the earlier periods of Greek art, the figure managed to preserve the spirit of its local antecedents, similarly to its close relation, the much disputed marble statue of a man of Motya. Judging by the gesture of the hands, the statue could be the representation of a god and a mortal alike.
The figure was produced by using a mould - a technique that had been used in Greece to make terracotta statues since the 7th century. The back part was not modelled; traces of joining the two parts were roughly smoothed down, which is clearly visible at both sides of the statue. The two arms, moulded separately, were inserted afterwards into the sockets fashioned for them. Besides other well-known items of Graeco-Phoenician terracotta sculpture, three decades ago hundreds of figurines were discovered among the cargo of the wreck of a ship sunk close to the Lebanese coast. (Some of them are on show in Case 1, Room III of the permanent exhibition of the Collection of Classical Antiquities.) Nevertheless, a male figure of this type ranks among the greatest rarities for the time being. It is probable that the workshop, which produced the statues, was in Tyre or in its surrounding. A seashell, stuck on the neck of the figure, under the left ear, indicates that the statue in possession of the Museum of Fine Arts must have come to light from under the sea, too, even though originally it was clearly intended to be set up in a shrine as a votive gift.
Following JÁNOS GYÖRGY SZILÁGYI | <urn:uuid:6d23f9d9-97bb-4109-a3eb-012d5d3e1fe8> | {
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Teaching your child a second language can be something that helps him or her get very far in life. Not only will it help them succeed professionally and personally, but it can help them better understand their own language, as well as stimulate intellectual growth. Luckily, there are ways to help teach languages at home that do not require sitting in a classroom or listening to a boring CD. Check out PBS’s Learning Spanish Through Every Day Activities.
Obviously, there are differences between boys and girls, but does that mean each gender’s brain is different? You betcha! From language to behavior, there are just some things that are result of each gender being wired differently. David Walsh, Ph.D. explains those differences in Boys’ and Girls’ Brain: What’s the Difference?
Every parent loves the idea of teaching their children a foreign language, and in today’s growing world, it can be quite a useful tool to have when they grow up. But what’s the best way to do that without overwhelming your child? PBS Parents takes a look at ways to introduce your kids to foreign languages.
Reading to your baby may seem like a waste of time; surely they can’t understand what’s going on, right? Not so! Reading to babies during the first year teaches everything from communication to memory skills and can help shape a lifetime of learning, language and a love of reading.
Studies have found that stress, gender and environmental factors can affect the future for a child who stutters, but what really causes stuttering and how do you know if it’s a phase or something your child will have a life-long problem with? The blog Breezy Mama talks to the former President of the American Speech-Language-Hearing Association about everything you need to know about stuttering.
If you think children are using curse words more these days than they did when you were a kid, you’re not alone. 86% of your fellow parents agree. According to a survey from Care.com, over half of the parents that took part said their child (ages 2 to 12) has used foul language in front of them. If you can relate to this study and would like to stop your child from uttering four-letter words, take a look at Six Ways to Keep Your Child From Cursing.
It’s something every parent worries about when it happens to them: your child is almost two years old and hasn’t started talking yet. If this sounds familiar and you’ve begun worrying about a lifetime of problems, stop. According to a new study from the University of Western Australia, late-talking toddlers usually don’t have lifelong developmental problems. As a matter of fact, it’s more common than you think.
You spend your life trying not to say “um” when you’re speaking, but a new study finds that those words may actually help toddlers and young children learn how to speak more effectively. So, what else can you do to encourage your child to talk? From singing nursery rhymes to reading, here are 10 ways to encourage language development.
They say kids learn languages much easier than adults do, and with the world becoming more and more multicultural, learning a new language seems like a logical thing to do. Not convinced? From traveling with ease to an increase in employment opportunities when they grow up, Earnest Parenting has come up with five good reasons why your child should learn Spanish now. | <urn:uuid:7b53422a-4214-4f9a-943d-d8de210e8013> | {
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Gardening is one of the most enjoyable and rewarding activities there is. No matter whether you keep a garden for food or merely for decoration, the sense of accomplishment you get from taking care of plants is like nothing else. Learn how much water your vegetables and flowers need and be sure you plant them in the right kind of soil. Follow some of the advice contained in this article for further ideas of things you should know.
Keeping your garden soil rich and healthy is the best way to discourage garden pests. If your plants are healthy, they can more easily resist insects and disease. Begin with a high-quality soil with less chemicals to avoid salt accumulation, and you give your garden an excellent chance of growing healthy plants.
For a garden that thrives, choose the right type of soil. Depending on what type of plants you have, your soil may or may not be adapted. It can happen where one artificial area is designated to have just one type of soil.
The first thing you should do when planning a garden is test the soil. Soil analysis costs a little money, but the report can inform you how to enrich your soil and open the door to a lush garden. Before you ruin any crops, make sure you do this. Soil can be analyzed at a lot of cooperative extension offices, so make sure you plan accordingly.
Plants need C02 for maximum growth. Typically, the higher the levels of carbon dioxide present in a plant’s environment, the better it will grow. Greenhouses help contain C02 to keep levels high. CO2 levels are best kept high, in order to provide optimal growing conditions for your plants.
If you are gardening, be wary of stink bugs in your garden, especially in the autumn. Stink bugs enjoy gardens, and are especially fond of fruit, tomatoes, beans and peppers. If not managed well, they can wreak havoc on your garden.
To grow peas, try growing them indoors first, instead of outside. If you plant them inside, they might germinate more effectively. Seeds grown indoors are much more resistant to diseases and damage done by pests. You could transplant the seedlings outdoors once they are able to survive and thrive.
If you are new to gardening, make sure you read and follow all the directions on any tool or chemical you use. If you do not do this very simple step, you can end up causing skin irritation problems that are very painful. Directions, especially safety rules, are there for your own good, so make sure you follow instructions on your tools and chemicals to the letter.
You probably know just how rewarding gardening can be. Whether it is the beauty of flowers or the fresh vegetables, the benefits are evident and never ending. If you use the advice from this article, you will see the benefits taken to the next level. | <urn:uuid:4708f46e-9785-4efb-9864-043c861447a8> | {
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Unit - 3
Molecular symmetry deals with the classification and the description of the molecule symmetry utilizing both mathematical and the general considerations of symmetry.
The group theory and symmetry give us the efficient tools to describe the geometry of objects from the details of the patterns in their structure. In chemistry the concept of chemistry helps to describe the chemical bond types precisely that occur between atoms or group of atoms in molecules, it also describes the transitions between energy levels in molecular systems, which contributes to the understanding of the absorption properties of the molecules and thus their spectra.
Molecular Symmetry is intended to introduce the concept of combining symmetry with spectroscopy clearly and has made it easily accessible. Designed to introduce the subject by combining symmetry with spectroscopy in a clear and accessible manner. It’s a modern and broad introduction to the various levels of symmetry.
Symmetry elements and Symmetry operations
A symmetry is a geometrical entity such as a line, a plane, or a point about which one can perform an operation of rotation reflection or inversion.
A symmetry operation is movement of a molecule or object about a symmetry element such that the resulting configuration is indistinguishable from the original.
A symmetry operation will transform a molecule into an equivalent or ideal configuration.
1. Identity E
2. Axis of symmetry [Cn]:
For e.g., water molecule
Principal and Subsidiary Axes:
3.Plane of Symmetry
Classification of mirror plane:
Inversion centre of symmetry:
Improper axis of symmetry or rotation-reflection axis or alternate axis of symmetry:
Centre of Symmetry
A Centre of symmetry is a point present in space of any group on the molecule that can be reflected back through the same point, but in the opposite direction at an equal distance, resulting in the formation of an equivalent group.
It is a point within the molecule from which lines drawn to opposite direction meet similar points at exactly the same distance and direction
It is also a line or point present within the molecule, if a straight line is drawn from any part of the molecule that point and extended an equal distance by a straight line on the other side, a like atom or part of the molecule is encountered. Centre of symmetry is also known as inversion Centre. This may be illustrated by the following example.
Fig: 1 α- Truxillic acid
If the Centre of inversion is considered as origin of a cartesian co-ordinate system, then the operation of inversion is to change the point of co-ordinates x, y, z. into a point of coordinates –x- y- z.
It is a point within the molecule from which lines drawn to opposite direction meet similar points at exactly the same distance and direction
A centre of symmetry is an imaginary point present in the molecule, so that if a line is drawn from any group of the molecule to this point and extended to an equal distance beyond the point, it meets the mirror images of the original group.
Centre of symmetry is also called centre of inversion, denoted by Ci. For example, 2,4-dimethyl cyclobutane-1,3-di-carboxylic acid exhibit centre of symmetry and so it is optically inactive.
Fig: 2,4-dimethyl cyclobutane-1,3-di-carboxylic acid
Fig: Centre of symmetry in 2,4-dimethyl cyclobutene 1,3 dicarboxylic acid
Why cis form of 2,5-dimethyldihydropyrimidine-4,5-dione is optically active, but trans form optically inactive?
The cis form of 2,5-dimethyldihydropyrimidine-4,5-dione has no centre or plane of symmetry, so it is optically active whereas trans form of 2,5-dimethyldihydropyrimidine-4,5-dione has a centre of symmetry, hence it is optically inactive.
Fig: Cis and trans forms
Axis of Symmetry and Plane of Symmetry
Axis of symmetry is a line that splits the object into to equal halves, resulting in the creation of mirror image or mirror-like reflection on either side of the object. The word symmetry indicates balance, the concept of symmetry can be applied to various situations and contexts. Symmetry is a key concept in geometry which cuts the figure into two halves that are exact reflections of each other, as shown in the figure given below.
Fig: Axis of symmetry in a cube
For a parabola, the axis of symmetry is given by the formula,
a and b are coefficients of x2 and x respectively.
c is a constant term.
A space figure will have plane symmetry, when it is divided into two halves by a plane and each half is the reflection of the other across the plane. The plane is called a plane of symmetry of the space figure.
Fig: Space figure showing plane symmetry
It should be noted that not all the planes of reflection can be the planes of symmetry, although the plane shown below cuts the rectangular prism into two equal halves, it is not a plane of symmetry. When a vertex A for the prism is reflected across the plane the image A’ is viewed, that is not mapped on the other half of the prism, this becomes true for all the points that lies in the prism excluding the ones that intersect with the plane.
Fig: Plane of symmetry in a rectangular prism
Multiple planes of symmetry
Multiple planes of symmetry can be observed in, for example, the rectangular prism below has three planes of symmetry.
Fig: Three planes of symmetry in a rectangle
A cube shows nine planes of symmetry, six planes of symmetry are diagonal while three planes of symmetry are parallel to the surfaces.
Fig: Nine planes of symmetry in a cube
A sphere contains infinitely many planes of symmetry. If a plane contains the centre point, O, of the sphere, it is a plane of symmetry for the sphere. Three of the infinitely many planes of symmetry are shown in the sphere below.
Fig: A sphere showing planes of symmetry
Types of magnetic behaviours
All substances are known to show magnetic behaviour of some kind, as they are made up of charged particles namely electrons and protons, the magnetic properties are determined by the way the groups of these atoms behave themselves and also the way in which electron cloud arrange themselves, the atom (or group of atoms) in effect becomes a magnetic dipole or a mini bar magnet that can align according to the magnetic field applied. The net effect of all these dipoles determines the magnetic properties of the Magnetic Materials. In reality, every atom is magnetic. However, there are different types of atomic magnetism–and these magnetic effects get even more complicated when atoms are arranged in crystal structures. Magnetism is a quantum-mechanical effect that is related to electron spin
Magnetic materials are defined by their response to an external field (in other words, their permeability).
There are 3 main types of magnetic materials: ferromagnetic, paramagnetic, and diamagnetic.
Para magnetism is a magnetism, here many objects get attracted by an externally applied magnetics field.is a kind of magnetism where several objects are attracted through an externally applied magnetic field.
The materials that exhibit paramagnetic are mostly chemical elements and some compounds as they possess magnetic permeability greater than or equal to 1. The magnetic moment induced by the applied field is linear to the strength and weakness of the field. It usually needs a sensitive analytical balance to detect the effect and different modern measurements on paramagnetic materials that are often conducted with a SQUID magnetometer.
The paramagnetic material becomes good magnetic material when placed in the strong magnetic material. They act as a magnet that attracts and repels other magnetic materials. When the magnetic field is removed, the total magnetic alignment of the magnetic dipoles is lost and the dipole returned to their normal random motion. This condition is known as Para magnetism.
The Super Para magnetism is described as the property it is noticed that the magnetic moments are changed in some magnetic materials, they change their direction and behaves like a paramagnet event. According to Curie law, if there is no magnetic field applied, curie temperature is applied at the same time as they show high magnetic susceptibility.
According to this law, the magnetization in the paramagnetic material is inversely proportional to the temperature, which means the more the temperature of the paramagnetic material increases, its magnetization decreases.
M = C(B/T)
C = Curie constant,
T = temperature in Kelvin and,
B = applied the magnetic field.
Diamagnetic materials usually repel from a magnet. Technically, these solids create an induced magnetic field in a direction opposite to an externally applied magnetics force and are repelled by the applied magnetic field. This phenomenon is just the opposite behaviour exhibited by paramagnetic materials.
Diamagnetism is a very weak form of magnetism that is induced by a change in the orbital motion of electrons due to an applied magnetic field. This magnetism is non permanent and persists only in the presence of an external field. The magnitude of the induced magnetic moment is very small, and its direction is opposite to that of the applied field.
The orbital motion of electrons present on the atoms of diamagnetic solids produces magnetic fields as it creates tiny atomic current loops. When an external magnetic force is applied to a material, these current loops tend to align in such a way as to oppose the applied field.
In diamagnetic materials, there is no permanent net magnetic moment per atom as all the electrons are paired. Due to the influence of an external magnetic force, diamagnetic properties arise from the realignment of the electron paths. Most elements in the periodic table like copper, silver, and gold, are diamagnetic in nature. Sebald Justinus Brugmans discovered diamagnets in the year 1778. Michael Faraday further demonstrated that diamagnetism or magnetism is a property of a matter and every material or solid reacts accordingly.
It is a physical phenomenon that occur in certain material like iron have strong attraction toward each other, the ferromagnets occur in very rare earth materials and gadolinium, one of the common phenomena that is met in life that is responsible for magnetism in magnets.
One of the vital requirements of ferromagnetic material is that ions and atoms should possess permanent magnetic moments. Some ions and atoms consist of the permanent magnetic moment that may be considered as a dipole that comprises a north pole separated from a south pole.
Ferromagnetism or the meaning of ferromagnetism is a mechanism through which certain materials form permanent magnets. With the aid of a strong electrostatic field, these materials can be permanently magnets. With the aid of a strong electrostatic field, these materials can be permanently magnetized. Ferromagnetic metal ions are grouped into small regions called solid-state domains. So, every domain is acting like a tiny magnet. The domains of a ferromagnetic unmagnetized piece are randomly oriented so that their magnetic moments are cancelled out. When this material is put in a magnetic field, all domains are oriented in the direction of the magnetic field, creating a powerful magnetic effect. Also, when the magnetic field is withdrawn and the ferromagnetic material becomes a permanent magnet, this order of domains remains the same. There are many different forms of magnetism, but ferromagnetism is of the strongest form and is responsible for the widespread occurrence of magnetism in magnets experienced in everyday life.
Some degree of dipole alignment can be witnessed has there existed a large atomic magnetic moment. This type of magnetic arrangement can be found in some elements such as iron, cobalt, nickel, and their alloys.
Properties of Ferromagnetic materials
Dependence of Para magnetism on S & L
Two contributions to the electronic magnetic moment
An orbital magnetic moment due to orbital angular momentum
A spin magnetic moment due to electro spin
Total angular moment J and the total magnetic moment are not collinear, however, in an external field, mJ+s processes fast about J and J processes much slower than Hz, thus the time average component of the magnetic moment (m) = mII is parallel to J.
Coupling of spin and orbital moments yields the total angular momentum of electrons
The spin-orbit (so) interaction or LS-coupling is described by:
Coupling of Spin orbital moments is due to Zeeman-splitting of spin magnetic moment in the magnetic field that is produced by orbital moment.
Volumetric analysis is a quantitative analytical method that is used widely, as indicated by its name, the method involves the measurement of a solution of known concentration that is utilised to estimate the concentration of the analyte, this process is called titration and the solution in the burette is called the titrant.
The analyte of unknown concentration reacts with a chemical of unknown amount in the presence of an indicator (mostly phenolphthalein) to show the end-point. The amount of unknown chemical in the specific volume of solution is determined by the mole fraction of the equation.
The accuracy in weighing these substances is the key to accurate results, indicators are necessary to establish the endpoint in a volumetric analysis. Acid-Base titrations, Redox titrations and Complexometric titrations are the major techniques in volumetric analysis
It is commonly used to determine the unknown concentration of a known reactant. Volumetric analysis is often referred to as titration, it’s a laboratory method where one substance is of known concentration and volume is used to react with another substance of unknown concentration
Basic principles of volumetric analysis
The solution to be analysed contains an unknown amount of chemicals. The reagent of unknown concentration reacts with a chemical of an unknown amount in the presence of an indicator (mostly phenolphthalein) to show the end-point
It involves the estimation of a substance in solution by neutralization, precipitation, oxidation or reduction by means of another solution of accurately known strength. This solution is known as standard solution.
Volumetric analysis depends on measurements of the volumes of solutions of the interacting substances. A measured volume of the solution of a substance A is allowed to react completely with the solution of definite strength of another substance B. The volume of B is noted. Thus, we know the volume of the solutions A and B used in the reaction and the strength of solution B; so, the strength of the other solution A is obtained. The amount (or concentration) of the dissolved substance in volumetric analysis is usually expressed in terms of normality. The weight in grams of the substance per litre of the solution is related to normality of the solution as,
Weight of the substance (g per litre) = Normality × gram equivalent weight of the substance.
Precipitation Titration (Ag++)
When a slightly soluble precipitate is formed from a titration reaction the titration is known as precipitation titration. The most important precipitation process in titrimetric analysis utilizes silver nitrate as the reagent (Argentometric process).
There are several methods to determine the endpoints of these reactions, but the most important method is the formation of coloured precipitate is taken as priority.
The chloride concentration is initially high and AgCl is the less soluble salt, therefore AgCl gets precipitated, as soon as the chloride ions are completed the addition of small quantity of silver nitrate solution brick red colour silver chromate becomes visible. The titration should be carried out in neutral solution or in very faintly alkaline solution. i.e., within the pH range 6.5-9. In acid solutions following reaction occurs.
Consequently, the chromate ions concentration is reduced and the solubility product of silver chromate may not be exceeded. In markedly alkaline solution, silver hydroxide (Ksp = 2.3 x 108) might be precipitated.
2. The titration can be carried out with dichlorofluorescein as the indicator. Dichlorofluorescein is an adsorption indicator, having the property to change colour when they stick to the surface of a precipitate. During the titration the dichlorofluorescein molecules exist as negatively charged ions (anions) in solution. During the method as the Agcl precipitate is formed, the excess Cl- ions in the solution form a layer of negative charge on the precipitate surface. As the equivalence point is reached and passed, the excess Cl- ions on the precipitate surface are replaced by excess Ag+ ions, giving the surface a positive charge. The negatively charged indicator will be attracted to the positively charged precipitate surface where it absorbs and changes colour. The suspended precipitate will have a pink tinge because of some premature displacement of chloride ion by the dichlorofluorescein ion. When the pink colour starts to persist for slightly longer periods of time, the drip rate is lowered. The end point is reached when the entire solution turns pink. It is important that the AgCl precipitate be prevented from coagulation during the titration. For this reason, a small amount of dextrin is added to the solution.
Iodometric titration (Cu++)
Iodine is a mild oxidizing agent. In the presence of a suitable reducing agent, it is reduced to iodine ion, I-. In addition to this, all oxidizing agents having electrode potential greater than 0.54 V can oxidize I- to I2. When iodine solution is directly used for the estimation of reducing agents, the titration is called iodometric titration (iodimetry). The titrations involving the iodine liberated in a chemical reaction are called iodometric titration (iodometry).
The given solution of copper sulphate reacts with KI in the presence of acetic acid, resulting in the formation of dark brown, Copper (II) iodide compound
CuSO4+KI CuI2 + K2SO4 + 5H2O
Copper (II) iodide is an unstable compound and will further form
2CuI2 Cu2 I2 + I2
The iodine that is liberated is titrated with sodium thiosulphate solution (Standard solution) till a yellow colour appears, in this process freshly prepared starch is the indicator, this freshly prepared starch is added to the solution until a blue colour appears
Starch + I2 Starch-I2 (Blue coloured complex compound)
The solution is further titrated with Sodium thiosulphate solution till a milky white precipitate appears
2Na2S2O3 + I2 Na2 S4O3 + 2NaI
Acid Base titration (Ca++)
Water hardness can be readily determined by titration method with the chelating agent, EDTA (ethylenediaminetetraacetic acid) (Greek χηλή, chelè, meaning claw). This reagent is a weak acid that can lose four H (in bold) on complete neutralization.
The four acid oxygen sites and the two nitrogen atoms have unshared pair of electrons, which can form bonds with a metal ion forming a complex ion or coordination compound. The complex that is formed is quite stable, and the conditions of its formation can easily be controlled so that it is ready for selection for a particular metal ion. when a titration to determine the concentration of a metal ion is carried out, the added EDTA quantitatively combines with the cation to form the complex. The endpoint is reached when essentially all of the cation has reacted. In this analysis a solution of EDTA will be standardize by titration against a standard solution made from calcium carbonate, CaCO3. The EDTA solution can then be used to determine the hardness of an unknown water sample. Since both EDTA and Ca2+ are colourless, therefore a special indicator is used to detect the end point of the titration. The indicator mostly used is called Eriochrome Black T, which forms a very stable wine-red complex, MgIn–, with the magnesium ion. A small amount of this complex will be present in the solution during the titration. As EDTA is added, the complex free Ca2+ and Mg2+ ions, leaving the MgIn– complex alone until essentially all of the calcium and magnesium are converted to chelates. At this point EDTA concentration will increase marginally to displace Mg2+ from the complex indicator; the indicator reverts to its uncombined form, which is sky blue, thus establishing the end point of the titration. The titration is carried out at a pH of 10, in a NH3/NH4 + buffer, the equations for the reactions which occur during the titration are:
Titration reaction: HY3–(aq) + Ca2+(aq) CaY2–(aq) + H+ (aq) (also for Mg2+) End point reaction: HY3–(aq) + MgIn– (aq) MgY2–(aq) + HIn2–(aq)
As the indicator requires a trace of Mg2+ to operate properly, a little magnesium ion will be added to each solution. The effect of the added Mg2+ can be subtracted by titrating a blank.
A simple way to calculate the hardness in water.
A sample of hard water contains 1mg cacl2 and 1 mg mgcl2 per
litre. calculate the hardness of water in terms of caco3 present in per 106 parts of water.
Hardness of water in terms of Caco3= (molar mass of hardness causing substance*molecular
weight of Caco3)/ (molecular weight of hardness causing substance.
Thus, cacl2 hardness = 1mg*100/111 = 0.900ppm for Mgcl2
Hardness = 1mg*100/95=1.052ppm
Total hardness of water in terms of Caco3 = 0.90+1.052= 1.952ppm
Gravimetric analysis utilises the measurement of mass concept where the amount of an analyte (the ion being analysed) can be determined. The method depends on the masses of the two compounds that contain the analyte and comparing their weight. The principle behind gravimetric analysis is that the mass of an ion in a pure compound can be determined and then used to find the mass percent of the same ion in a known quantity of an impure compound. In order for the analysis to be accurate, certain conditions must be met:
Gravimetric analysis is the most dependant and most accurate analytical methods that are available.it involves weighing of substance, the element or radical to be estimated is converted into a stable compound with definite composition and the mass of the compound is determined accurately, from this, the mass of element or radical is calculated.
The gravimetric analysis involves a) precipitation b) filtration c) washing of the precipitate and d) drying, ignition and weighing of the precipitate.
Following are the four fundamental types of gravimetric analysis:
The Gravimetric Estimation of Nickel:
The nickel is precipitated as nickel dimethyl glyoxime by adding alcoholic solution of dimethyl glyoxime C4H6(NOH)2 and then adding a slight excess of aqueous ammonia solution.
When the pH is buffered in the range of 5 to 9, the formation of the red chelate occurs quantitatively in a solution. The chelation reaction occurs due to donation of the electron pairs on the four nitrogen atoms, not by electrons on the oxygen atoms. The reaction is performed in a solution buffered by either an ammonia or citrate buffer to prevent the pH of the solution from falling below 5. If the pH does become too low the equilibrium of the above reaction favours the formation of the nickel (II) ion, causing the dissolution of Ni (DMG)2 back into the mother liquor.
A slight excess of the reagent has no action on the precipitate, but a large excess should be avoided because of the possible precipitation of the reagent itself. The precipitate formed is soluble in mineral free acid, it is therefore important to prevent the addition of excess reagent as it may crystallise out as chelate.it should be noted that the complex is slightly soluble in alcoholic solutions and the addition of chelating agents will reduce these errors to some extent. The amount of the reagent added is also governed by the presence of other metals such as cobalt, which form soluble complexes with the reagent. If a high quantity of these ions is present, a greater amount of DMG must be added. The nickel dimethylglyoximate is a very bulky precipitate. Therefore, the sample weight used in the analysis must be carefully controlled to allow more convenient handling of the precipitate during the transfer to the filtering crucible. The compactness of the precipitate is improved by adjusting the pH to 3 or 4, followed by the addition of ammonia solution.
The pH increases gradually in the concentration of ammonia resulting in a complex precipitate, which is dense. After the completion of collecting and drying the precipitate, the nickel content of the solution is calculated stoichiometrically from the weight of the precipitate.
The structure of DMG & the complex with nickel ions is given below;
The Gravimetric Estimation of Barium:
The given barium chloride solution is made up to a definite volume. A measured volume of it is then treated with dilute sulphuric acid and then treated with dilute sulphuric acid and barium precipitated as barium sulphate.
The precipitated barium sulphate is separated and weighed. The mass of Barium in the whole of the given solution is calculated knowing that 233.36 g of barium sulphate contains 137.36 g of barium.
The Gravimetric Estimation of Sulphate (SO4++)
Principle: the method provides the most precise results and is highly recommended for sulphate concentrations above 10 mg/mL. The sulphate ions in the sample form a precipitate by the addition of barium chloride solution to water sample acidified with hydrochloric acid and kept near the boiling point.
SO42- + Ba2+ BaSO4.
In highly alkaline water maintained near the boiling temperature, BaCO3 may get precipitated and eliminate this, the sample needs to be acidified. Excess barium chloride is used to completely precipitate the sulphate ions. The precipitate of BaSO4 is highly insoluble and therefore there is a possibility for the precipitate to form colloidal condition that is difficult to remove by filtration procedures. To facilitate the conversion of colloidal form to crystalline form, the samples at temperatures near the boiling point for a few hours are digested.
Procedure: A water sample of about 200ml is transferred into a beaker, to these two drops of methyl red indicator is added followed by dropwise addition of Conc. HCl till the colour of the solution changes to pink. Two drops of conc. HCl are added in excess. The volume of the solution is reduced to 50ml by heating it to boiling, with stirring until a white precipitate is formed. Two drops of hot BaCl2 are added in excess. The precipitate (BaSO4) is digested for about 2 hours (or until the precipitate becomes settles down). It is filtered using Whatman filter paper No. 42 (ash less filter paper), quantitatively. The precipitate is washed several times with distilled water until the washings are free of chloride ions. After it completely drains out, the filter paper along with the precipitate is transferred carefully into previously weighed Gooch crucible and ignited at 800-9000C till all traces of filter paper are burnt. The crucible is cooled in a desiccator and finally weighed. Let the amount of BaSO4 precipitated be W g.
Calculations: We know that, 233.4 g of BaSO4 contains 96.06 g of sulphate.
Therefore, W g of BaSO4 contains (96.06 x W)/233.4 g of sulphate.
That is, 200 mL of water sample contains (96.06 x W)/233.4 g of sulphate.
Therefore 1000 mL of water sample contains (96.06 x W x 1000)/ (233.4 x 200) g of sulphate
The Gravimetric Estimation of Copper (Cu++)
We will analyse an alloy containing copper to determine its percent content in it. Copper will be precipitated as CuSCN (solubility product Kso=12.7). This means that Cu2+ ions will be reduced to Cu+ before they are precipitated using SCN-.
2Cu2+ + HSO3 - + H2O 2Cu+ + HSO4 - + 2H+
Cu+ + SCN- CuSCN
This is an excellent method, since most thiocyanates of other metals are soluble, in particular thiocyanates of Bi, Cd, As, Sb, Sn, Fe, Ni, Co, Mn and Zn. In presence of moderate amounts of Bi, Sb or Sn it is desirable to add 2-3 g of tartaric acid to prevent of hydrolysis of their salts. Solubility of CuSCN increases with pH, so excessive amounts of ammonium ions should be absent., as should also oxidizing agents. The solution should be only slightly acidic, since the solubility of CuSCN increases with decreasing pH because of complexing ability of thiocyanate anions. In this analysis, Pb, Hg, Se, Te and precious metals ions interfere and contaminate the precipitate. Consequently, the conditions of experiment are as follows: Slight acidity with respect to HCl than H2SO4. The presence of a reducing agent, for instance H2SO3 or NH4HSO3, to reduce Cu (II) to Cu(I). A slight excess of NH4SCN. A large excess increases the solubility of the copper thiocyanate due to formation of a complex. The absence of oxidizing agents. The precipitate is curdy and readily coagulates by boiling. It is washed with dilute ammonium thiocyanate with an addition of H2SO3 or NH4HSO3, to avoid oxidization of Cu(I).
The final report should contain masses of empty and full filters, calculated masses of the precipitated CuSCN, calculations made to achieve the final result, and – if necessary – the brief analysis of the results. The result is mass of elemental copper in each sample (in grams) and the averaged weight percent of Cu in the alloy or mineral under examination. The ratio of molecular masses of Cu to CuSCN is 0.5225.
The Gravimetric Estimation of Magnesium (Mg++)
The reaction between Mg2+ ions and EDTA can be represented like this.
Mg2+ + H2Y2- → MgY2- + 2H+
Prepare a standard solution of magnesium sulfate and titrate it against the given EDTA solution using Eriochrome Black T as the indicator. A buffer solution is prepared for maintaining the pH of about 10. When the reaction is complete all the magnesium ions would have been complexed with EDTA and the free indicator would impart a blue color to the solution. Estimation of magnesium ions using edta.
Estimation of magnesium ions in the given sample: 20 mL of the given sample of solution containing magnesium ions is pipetted into a 250 Erlenmeyer flask, the solution is diluted to 100 mL, warmed to 40 degrees C, 2 mL of a buffer solution of pH 10 is added followed by 4 drops of Eriochrome black T solution. The solution is titrated against the standardized EDTA solution.
The precipitate formed is filtered and washed continually till traces are removed the sample is dried and weighed.
Isotopes [ahy-suh-tohps] are atoms that have atoms with same proton number but different number of neutrons, in other words isotopes have different atomic weights, they are different forms of a single element. Isotopes are samples of an element with different numbers of neutrons in their atoms.
The proton number for different isotopes of an element remains unchanged.
All isotopes are not radioactive, stable isotopes never decay or decay gradually. Radioactive isotopes undergo decay.
When an isotope decays, the starting material is the parent isotope. The resulting material is the daughter isotope
Detection and Separation.
To detect radiation depends on the type of emitter and the purpose of detection, the most well-known method of detecting radiation is the ionization chamber. A high energy particle can dislodge electrons from the atoms it strikes, producing pairs of ions. The particles are permitted to pass between the parallel plates, one with a positive charge and one with a negative charge, with the onset of ionization the charges move to the plate with the opposite charge thereby producing a current. The current is read on a meter. The Geiger-Mueller counter is based on the ionization detection principle.
For all types of radiations, can be exposed to Photographic film where it is used to monitor the exposure of working personnel with high energy emitters A visible track in a cloud or bubble chamber can pick up radioactivity, as can a calorimeter if the energy emitted is quite high.
The problems faced with the methods of detection is the energy of the emitter must be high enough to travel some distance through air. Many nucleotides that emit particle, don’t travel significantly through air even for a short distance especially 14-C and 3-H labelled compounds, posing danger to the proximity of molecules like DNA. For example, a beta particle emitted by tritium cannot enter a sheet of paper, yet it can be hazardous if present in the body fluids, A liquid scintillation detector can pick up radiation from "soft" beta emitters as well as from other radioisotopes. A particle that ionises is passes through a crystal or liquid phosphor, that absorbs energy and produces flashes of light on re-emission. Usually, the emitter must be dissolved in liquid containing the luminescent compound, so that the distance travelled by the particle is very short.
The kinetic energy in beta particles is different from one decay to the next. Every isotope has a specific energy spectrum with a range of energies that can be predicted. Typical energy spectra for different in shape and magnitude, as with the commonly used 14-C and 3-H.
In liquid scintillation counting, the material that contains the radioisotope is dissolved in an organic solvent containing an aromatic solute (the scintillant). When radioactive decay takes place, the energy of a beta particle is transferred by collision to an electron in the shell of the scintillant, exciting that electron. The electron then returns to its ground state, releasing a photon. However, the transfer of energy can either be from beta particle to solvent to scintillant or to the scillant directly, usually there can be multiple collisions from each beta particle The number of photons emitted following each atomic disintegration is proportional to the energy of the released beta particle.
The vial is lowered into a dark chamber with photoelectric detectors on each side. Each "flash" received by the detectors corresponds to one atomic disintegration. The detectors are connected through photomultiplier tubes and then to a microprocessor unit that records not only each event, but also the number of photons detected during each event (brightness of the flash). At brief intervals, such as 1/100 second, the instrument calculates the number of flashes per unit time, displaying them as counts per minute, or CPM.
Methods of Separation
The diffusion method is dependent on the point that at thermal equilibrium ,two isotopes with similar energy will have different average velocities, the lighter atoms or the molecules can travel more quickly and can easily diffuse through a membrane, the difference in speed is proportional to the square root of the mass ratio, resulting in a small separation and many stages have to be introduced to achieve high purity, the method is expensive as work is needed to push the gas through the membrane and many stages are required for the process to take place.
The first large scale separation of Uranium isotopes was obtained by the United States, in the large plant set up for separation, they used uranium hexafluoride gas as the process fluid. Nickel powder and electro-deposited nickel mesh diffusion barriers were pioneered by Edward Adler and Edward Norris
Fig: Gaseous diffusion uses semi-permeable membrane to separate enriched uranium
It involves the rapid rotation of the material that allows the heavier isotope to move closer to the outer radial wall, this is often done with the Zippe-type centrifuge.
Fig: A Cascade of gas centrifuges at the uranium enrichment plant, US
In 1919 Aston and Lindemann suggested the centrifugal separation of isotopes and the first successful experiment was reported by Beams and Haynes on isotopes of chlorine in 1936. However, attempts to use the technology during the Manhattan project were unproductive.in present day it is one of the widely used methods to enrich uranium and the process is kept a secret to hinder its widespread. In general, a feed of UF6 gas is connected to a cylinder that is rotated at high speed. Near the outer edge of the cylinder heavier gas molecules containing U-238 collect, while molecules containing U-235 concentrate at the centre and are then fed to another cascade stage, the use of gaseous technology centrifugally to enrich isotopes is favoured as they reduce power consumption to a great extent when compared to the other conventional techniques such as diffusion plants since fewer cascade steps are required to reach similar degrees of separation. In fact, gas centrifuge using uranium hexafluoride have largely replaced gaseous diffusion technology for uranium enrichment. As well as requiring less energy to achieve the same separation, far smaller scale plants are possible, making them an economic possibility for a small nation attempting to produce a nuclear weapon. Pakistan is believed to have used this method in developing its nuclear weapons.
Vortex tubes are used in South Africa for the Vortex separation process, the gas is injected tangentially into a chamber with special geometry that further increases its rotation to a very high rate, causing the isotopes to separate. The method is simple because vortex tubes have no moving parts, but energy intensive, about 50 times greater than gas centrifuges. A similar process, known as jet nozzle, was created in Germany, with a demonstration plant built in Brazil, and they went as far as developing a site to fuel the country's nuclear plants.
Fig: Schematic diagram of uranium isotope separation in a calutron
This method is like mass spectroscopy, and is also called by its name. it uses the concept that charged particles get deflected in the presence of a magnetic field and the amount of deflection depends on the particle as the output is extremely low though the expenditure for the quantity produced is expensive, but high purity levels are achieved. This method is often used for processing small amounts of pure isotopes for research or specific use (such as isotopic tracers), but is impractical for industrial use.
electromagnetic separation for much of the uranium used in the first United States atomic bomb (Manhattan project). the device used in this principle is called Calutrons. The method was restricted as impractical after the war. It had only been undertaken (along with diffusion and other technologies) to guarantee there would be enough material for use, whatever the cost. Its main eventual contribution to the war effort was to further concentrate material from the gaseous diffusion plants to even higher levels of purity.
In this method a laser is set to a wavelength which excites one isotope of the material and ionises those atoms specially. The resonant absorption of light for an isotope is dependent on its mass and certain hyperfine interactions. between electrons and the nucleus, allowing finely tuned lasers to interact with only one isotope. After the atom is ionized it can be removed from the sample by applying an electric field. This method is often abbreviated as AVLIS (atomic vapour laser isotope separation). This method has only recently been developed as laser technology has improved, and is currently not used extensively. However, it is a major concern to those in the field of nuclear proliferation because it may be cheaper and more easily hidden than other methods of isotope separation. Tuneable lasers used in AVLIS include the dye laser and more recently diode lasers
Tracer technique and applications
A radioactive isotope acts in a similar way as a normal isotope and can be present in the organism. But the concentration and the location of the radioactive isotope can be easily determined by measuring the radiation emitted. A radioactive isotope acts as an indicator or tracer that makes it possible to follow the course of a chemical or biological process. The method to be followed is to substitute the radioactive atoms with the stable atoms of same kind in a substance and then to follow the "tagged" atoms with the help of radiation detector in the process.
Traces are applicable in the agricultural field to study the taking up of a fertilizer by a plant. For example, if a plant is given radioactive carbon-14 then the plant releases "beta radiation" and thus by measuring radioactivity in different parts of the plant. The method also helps in expanding the complex processes involved in photosynthesis.
The tracer technique is useful to detect faults in underground pipes.
Traces are widely used in medicine to analyse the process of digestion and the movement of chemicals in our body. Few organs in our body absorb some chemicals. For example, "radio_iodine"is absorbed mostly by the thyroid gland, phosphorus by bones and cobalt by liver, these can serve as a tracer, however the doses of radiation knees to be carefully controlled otherwise the radiation could do more damage than help.
Tracer technique is used to substitute radioactive atoms for the ones that are stable atoms and are of same kind in a substance. these then to follow the "tagged" atoms with the help of radiation detector in the process.
A radioactive isotope is known to behave in a similar manner as a normal isotope does when inside a living organism. The location and concentration of a radioactive isotope is known to be easily determines as it can measure the emitted radiations. These isotopes are used in chemistry and biochemistry to help understand chemical reactions and biological interactions.
Radiocarbon dating was invented in the 1950s by the American chemist Willard F. Libby and a few of his students at the University of Chicago: in 1960, he won a Nobel Prize in Chemistry for the invention. It was the first absolute scientific method ever invented: that is to say, the technique was the first to allow a researcher to determine how long ago an organic object died, it is still the best and most accurate of dating techniques devised.
How Does Radiocarbon Work?
All living things exchange the gas Carbon 14 (C14) with the atmosphere around them, animals and plants exchange Carbon 14 with the atmosphere, fish and corals exchange carbon with dissolved C14 in the water. Throughout the life of an animal or plant, the amount of C14 is perfectly balanced with that of its surroundings. When an organism dies, that equilibrium is broken. The C14 in a dead organism slowly decays at a known rate: its "half-life".
The half-life of an isotope like C14 is the time it takes for half of it to decay away: in C14, every 5,730 years, half of it is gone. So, if you measure the amount of C14 in a dead organism, you can figure out how long ago it stopped exchanging carbon with its atmosphere. Given relatively pristine circumstances, a radiocarbon lab can measure the amount of radiocarbon accurately in a dead organism for as long as 50,000 years ago; after that, there's not enough C14 left to measure.
Tree Rings and Radiocarbon
There is a problem, however. Carbon in the atmosphere fluctuates with the strength of earth's magnetic field and solar activity. You have to know what the atmospheric carbon level (the radiocarbon 'reservoir') was like at the time of an organism's death, in order to be able to calculate how much time has passed since the organism died. What you need is a ruler, a reliable map to the reservoir: in other words, an organic set of objects that you can securely pin a date on, measure its C14 content and thus establish the baseline reservoir in a given year.
Fortunately, we do have an organic object that tracks carbon in the atmosphere on a yearly basis: tree rings. Trees maintain carbon 14 equilibrium in their growth rings and trees produce a ring for every year they are alive. Although we don't have any 50,000-year-old trees, we do have overlapping tree ring sets back to 12,594 years. So, in other words, we have a pretty solid way to calibrate raw radiocarbon dates for the most recent 12,594 years of our planet's past.
But before that, only fragmentary data is available, making it very difficult to definitively date anything older than 13,000 years. Reliable estimates are possible, but with large +/- factors.
The symmetry of a molecule provides a great deal of information about its quantum states, even without a detailed solution of the Schrödinger equation. A geometrical transformation which turns a molecule into an indistinguishable copy of itself is called a symmetry operation. Magnets form when ferromagnetic or ferrimagnetic materials are exposed to an electromagnetic field. Magnets display certain characteristics: There is a magnetic field surrounding a magnet. Magnets attract ferromagnetic and ferrimagnetic materials and can turn them into magnets. A magnet has two poles that repel like poles and attract opposite | <urn:uuid:e9fbde0c-e9e3-45f4-8d9c-37592ab4d16b> | {
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Imagine you have an unlimited number of four types of triangle. How many different tetrahedra can you make?
In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?
How can you put five cereal packets together to make different shapes if you must put them face-to-face?
Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up?
10 space travellers are waiting to board their spaceships. There are two rows of seats in the waiting room. Using the rules, where are they all sitting? Can you find all the possible ways?
An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length?
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
How will you go about finding all the jigsaw pieces that have one peg and one hole?
60 pieces and a challenge. What can you make and how many of the pieces can you use creating skeleton polyhedra?
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.
Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.
A dog is looking for a good place to bury his bone. Can you work out where he started and ended in each case? What possible routes could he have taken?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
How many DIFFERENT quadrilaterals can be made by joining the dots on the 8-point circle?
Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?
Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?
Hover your mouse over the counters to see which ones will be removed. Click to remove them. The winner is the last one to remove a counter. How you can make sure you win?
Can you find a cuboid that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?
You have 4 red and 5 blue counters. How many ways can they be placed on a 3 by 3 grid so that all the rows columns and diagonals have an even number of red counters?
Can you shunt the trucks so that the Cattle truck and the Sheep truck change places and the Engine is back on the main line?
What is the best way to shunt these carriages so that each train can continue its journey?
What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square?
How many models can you find which obey these rules?
Find all the different shapes that can be made by joining five equilateral triangles edge to edge.
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
When I fold a 0-20 number line, I end up with 'stacks' of numbers on top of each other. These challenges involve varying the length of the number line and investigating the 'stack totals'.
Arrange 9 red cubes, 9 blue cubes and 9 yellow cubes into a large 3 by 3 cube. No row or column of cubes must contain two cubes of the same colour.
Make your own double-sided magic square. But can you complete both sides once you've made the pieces?
Design an arrangement of display boards in the school hall which fits the requirements of different people.
Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.
Cut four triangles from a square as shown in the picture. How many different shapes can you make by fitting the four triangles back together?
Can you work out how many cubes were used to make this open box? What size of open box could you make if you had 112 cubes?
How many different triangles can you make on a circular pegboard that has nine pegs?
The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?
This cube has ink on each face which leaves marks on paper as it is rolled. Can you work out what is on each face and the route it has taken?
This challenge is to design different step arrangements, which must go along a distance of 6 on the steps and must end up at 6 high.
This Sudoku combines all four arithmetic operations.
There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?
Using different numbers of sticks, how many different triangles are you able to make? Can you make any rules about the numbers of sticks that make the most triangles?
The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?
Rather than using the numbers 1-9, this sudoku uses the nine different letters used to make the words "Advent Calendar".
Can you put the numbers from 1 to 15 on the circles so that no consecutive numbers lie anywhere along a continuous straight line?
A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
If you had 36 cubes, what different cuboids could you make?
These activities lend themselves to systematic working in the sense that it helps if you have an ordered approach.
Here are four cubes joined together. How many other arrangements of four cubes can you find? Can you draw them on dotty paper?
Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possible answers? | <urn:uuid:ad05ad62-5cab-4859-9805-685a65d34e0e> | {
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The country has seen an increasing number of children diagnosed with allergies to something or another. In some cases children are seen to have allergies from the most common of things and allergies form multiple things. Before we get into the most common allergies for kids, let us understand as to what an allergy is.
An allergy is the body's immune system overreacting to something that is usually harmless to the body. The body reacts to this substance the way it would to an infection. The body will fight against the allergen and causes what we know as the symptoms of allergy. In some cases these symptoms can be life threatening if not treated in time. Allergies usually affect the eyes, nose, throat, lungs, skin and the gastrointestinal tract.
Lets take a look at some of the most common allergens in kids.
1.Dust mites: These are small insects that feed on the skin that we shed. These are most commonly found in the bedding, sofa, carpets and pillows in the house.
2.Pollen: This is usually a seasonal allergy that occurs when the pollen count in the air increases with changing season.Pollen from trees,plans, flowers, grass etc can cause allergies.
3.Moulds: These are microscopic fungi that grow in humid and damp areas both indoors and outdoors. Within the house it is usually poorly ventilated areas like the closets, kitchen and bathroom that house moulds.
4.Pets: Kids are not directly allergic to pets, but rather to the proteins found in the dander, saliva and urine. Its best to keep your pets clean and clean up after them regularly to avoid allergy instances.
5.Cow milk: The allergy is usually to proteins found in the milk and happens to babies a few months old. Kids usually outgrow the allergy as they grow up.
6.Eggs: Again allergy to eggs is common in kids and they tend to outgrow it with age. Stay cautious about eggs being used in the food items till the time the kids have outgrown the allergy.
7.Fish and shellfish: Some of the most common allergies in kids and adults alike. While kids may be allergic to a type of shellfish, it doesn't mean that they are allergic to other types as well. Kids do not outgrow these allergies.
8.Peanuts and tree nuts: Again these are common allergies which sadly kids do not outgrow as they age.
9.Soy: Kids and infants with allergies to cow milk are usually allergic to soy too. Read labels carefully before purchasing packed food since soy may sneak in within the ingredients.
10.Insect: Bites from insects like bees, wasps and mosquitoes are known to have allergic reactions in kids. Keep an eye out for insect bites when kids are out playing.
11.Medicines: Antibiotics are the most common allergens. However kids may be allergic to many over the counter drugs that do not require a prescriptions.
12.Chemicals: Kids may be allergic to ingredients in the dyes, household cleaners, detergent powders, etc. The only way out is to use products without the allergen chemicals to avoid allergy situations. | <urn:uuid:4c81bf55-798d-4f49-9cf3-b33dfa54768f> | {
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What is CI teaching? If you’ve been in the ecosystem of world language teachers for more than five minutes, you’ve heard a couple of these terms:
- proficiency-oriented instruction
- comprehensible input
- communicative approach to language instruction
- comprehensive input
- traditional or even legacy instruction
What does all this even mean??? Let’s sort it out and figure out what the terms mean for you and your class.
We’ll talk in this post about some of the sources of this confusion, why comprehensible input is a vital component of your classroom approach (but isn’t in itself a teaching method), and the main differences between the more common/traditional approach and where world language is headed. Let’s talk about CI teaching!
A note about terms when comprehensible input comes up
I’ve now been a world language consultant, instructional coach, and conference host for CI teachers for a few years. An important distinction often comes up when the discussion inevitably turns to the subject of comprehensible input.
In world language classrooms (but not SLA), this term has become very muddled.
With love, and to borrow a term from a favorite peloton instructor, it’s time for some tactful pettiness. 😉 For a group of language experts, we world language teachers sure do struggle with our own terms.
In just a few short years, several confusing variations for similar ideas and philosophies have popped up: CI, proficiency, communicative approach, TCI, to name the ones I’m familiar with.
Although I agree it’s important to clarify these, I feel it’s much more important to look past small differences in similar enough paths forward.
Let’s instead as a community recognize the uncomfortable truth and elephant in the room of every world language conference:
You can argue the nuances and nitpick the differences all you want between these very similar terms. None of that will change the fact that the VAST majority of teachers in North America are forced to use traditional (outdated) instructional methods because they don’t have the resources and necessary support to update.
You’re a Dang Miracle Worker as a World Language Teacher
P.S. If that’s you, and you find yourself still bound to traditional methods or just-anything-that-will-get-me-through-seventh-period-dear-lord, that’s OK!
We’ve all been there, and I see you. The fact that you still show up every day as a teacher for your students is in itself a MIRACLE. So give yourself grace and know that you’re still enough, no matter what your journey to proficiency looks like right now. We’re all moving forward – pretty slowly – together.
Anyone who antagonizes you for not being proficiency enough simply has too much time on their hands and should worry more about their self-care, because their cup is clearly empty. ❤️😉
Proficiency Oriented Instruction
If I had my way, I would say this is my personal favorite term for the direction world language is moving in:
Profiency-oriented instruction is defined by students using language in class, interacting with language as much as possible, and being assessed on their abilities to communicate ideas in the target language at certain proficiency levels.
The Research Behind Proficiency and Comprehensible Input
Proficiency-oriented instruction eliminates the emphasis on language features as the main vehicle to language acquisition. This usually refers to the grammar and simple memorization that everyone has probably done or taught as both a language learner and teacher.
Much research over decades has now shown this to be untrue.
Instead, meaningful opportunities for understanding and interaction with the language is what leads to more language in our heads.
Find out more about the research to support proficiency-oriented instruction and second language acquisition here:
- The Research Behind Comprehensible Input
- Second Language Acquisition
- The Role of Grammar in Spanish Class
- The Role of Grammar in French Class
- What is Universal Grammar?
In addition, all major outlets that guide world language instruction : the CEFR and ACTFL to name the ones many work with, advocate for this view.
So what do we do with grammar? In this new lens, grammar and other features of language are treated as tools to help students polish their language and better understand the language they already have. But it does not help add new language – this is the crucial difference.
In a nutshell, grammar isn’t bad, it just isn’t nearly as important or as useful as most of our current practices make it out to be.
So Where Does Comprehensible Input Fall Into The Discussion?
A huge misconception (that districts often request training about) is the difference between what CI is and what it most certainly is NOT. In the simplest terms, comprehensible input is merely this:
Comprehensible input: any input a learner understands and finds compelling.
It’s a term that comes from SLA, second language acquisition research. Although it’s actually an element of many rather successful approaches in proficiency-oriented instruction, it’s become a way that like-minded teachers find each other in a crowded online space, conference, or district.
CI Teaching and CI Teachers
Comprehensible Input quickly morphed into CI, which although is definitely NOT a teaching approach, became a calling card for a community of teachers who shared a similar philosophy:
input is the magic of language, not rules and repetition.
So when you hear teachers identifying both themselves and various activities as CI, what they mean is that it shares the proficiency-oriented philosophy that input rules the day.
I’m equally guilty of this – my conference for proficiency-oriented instruction often uses the term CI and CI -identifying teachers, although we try to move further and further away from this rather confusing term. But the truth of the matter is this, and language teachers know better than anyone:
once a term sticks and people start using it, it’s part of our language. And it becomes really difficult to reverse that.
So what does that mean for the field of world language?
Well, dear teacher, many brilliant colleagues are trying to reverse this trend by being as crystal clear as possible about their approaches by nuancing their terms. This is how many new ones have appeared.
Teaching for communication, TCI, teaching for comprehensible input, teaching with comprehensible input, and my personal fave, proficiency-oriented instruction through CI rich methods.
But it’s way too long. I’m still workshopping it.
The Difference Between CI Rich Proficiency and Legacy Instruction
Are you ready to get into the good stuff? Now that we’ve covered the confusing terms you’ll see in CI teaching, we’re ready to talk about what this approach actually looks like.
Also, note again (in case you skimmed above – no judgement) that the terms vary and are not nearly as important as the heart of the approach. You may see communicative teaching, teaching for communication, my personal fave proficiency-oriented instruction through CI, or even just teaching with comprehensible input. They are all very similar. They can vary on how people feel about the silent period and output activities. But for the big picture, we’re looking at these approaches versus legacy.
So let’s take a look at legacy teaching. When I refer to legacy teaching, I’m talking about the things that you’re probably used to in a classroom setting that maybe you grew up with or that you were taught.
It’s things like practice, present, or drill and kill.
Some people even say like a heavy grammar focus, but proficiency can also have a grammar focus. It depends on how you do it. Legacy teaching is like more traditional practice. Proficiency practice (and CI teaching) is where we have a different mindset and focus on what we’re doing in class and why.
Please also note that legacy teaching is not necessarily bad teaching. There are a lot of good elements from legacy teaching. They’re just borrowed from other academic disciplines. And if you look into the record historically, they’re borrowed from some research and practices from really like the 40s and 50s. So you should be thinking already in your head – well we’ve moved beyond that. We have a lot more neuroscience.
Many elements of legacy teaching come from the Greek legacy in the 1800s of being very proficient in a classical language. And this is world language. So we’re working in a whole different area.
So legacy teaching is not bad persay, it’s just not all of those things work for what we’re trying to do, which is proficiency.
CI Teaching vs Legacy Teaching in Units – Example
Legacy teaching, here’s the difference in an example with units. When a legacy teacher is prepping units, they say:
“we need to prepare students for all the scenarios that we as teachers experience while we are traveling.”
Sounds very sound, right? That’s a not a bad thing to work towards.
Here’s the difference in proficiency style or CI teaching:
CI oriented teaching says this:
“Let’s prep students to use the language right here right now with us for a goal, to learn more about themselves, to learn more about the people around them, to learn more about the world around them.”
More vocabulary will equal more learning. If we put more words in their heads, they’ll be able to express themselves more. And the point of view for proficiency is actually, let’s give students the tools to figure out unfamiliar things. Let’s focus more time on that.
They will learn words as they hear them in context.
The other example that I have for you here is let’s make sure that students know most words to talk about and understand breakfast. Then they will be prepared for everything that breakfast has for them. This is the main difference in proficiency, especially from the intercultural aspect.
CI Teachers Personalize Lesson Plans Instead of Covering Content
If you teach week to week, it’s gonna be different, and you flesh that out. So how does that work? Well, let’s make a mindset shift for cut, cut, cut. Instead of covering content, don’t cover content, let’s personalize content, and let’s equip students for exactly what they need to be able to do the skill that you’re looking for.
What I mean by that is instead of, we’re gonna use the example of meal times and breakfast, because breakfast is my favorite meal time, for all of the examples that we use today. And if you’re talking about breakfast, instead of covering all of the different things that you could put on a breakfast table to say, like, I need to cover breakfast. They need to be ready for everything that might be on a test about breakfast.
CI Teaching Equips Students Rather than Covering Everything
Switch your mindset into saying, how can I equip students to talk about what they eat for breakfast?
- How can I make sure that when somebody else is talking about what they eat for breakfast, the student understands?
- What are those words that they need?
- What are the in-between connector words that they’ll need?
- What are the things that they’re probably going to hear the most?
Because I bet the process that’s going in your brain right now is, well dang, they’re going to hear the word eat a lot.
They’re going to hear it in a couple different ways instead of the legacy usual dilemmas:
oh I need to teach them a lot of foods. And am I going to have time to talk about the cutlery? And what about the plates?
That shift alone, make sure that you’re covering the essential terms, the essential functional chunks, instead of stuff that your students probably don’t need. Not everybody needs all the same things.
Proficiency Approach to a Breakfast Unit:
Let’s use language to spark curiosity about others and then help students be introspective about their own culture by doing a deep dive into one location’s:
- breakfast routines
- breakfast habits
- perspectives on breakfast
- The products behind breakfast
- how people feel about breakfast
- What they usually do with breakfast
All from one city, cultural group, or place with a shared identity, so that they get the full iceberg of culture. And that contrasts a great bit with Let’s make sure students understand breakfast in the Francophone world (a massive undertaking).
This is the most significant difference that you’ll experience though, with legacy teaching, the perspective is accuracy leads to mutual understanding. When you have interlocutors, there’s an L1 speaker and an L2 speaker, accuracy will make sure that they understand each other.
Interculturality & The Proficiency Perspective on Culture
But with proficiency, the perspective is interculturality.
Interculturality: Being able to understand each other’s culture, as well as they’re being able to interact appropriately with people and using communication skills, not just language proficiency, but also all communication skills available to them will lead to mutual understanding. It will just lead to it at different levels.
That’s the main difference. Looking at this, you can see this has a very different goal. Proficiency through comprehensible input (and all the various terms) wants students to be a part of the process, wants personalization, and wants the here-and-now value of the actual classroom context.
It does not seek to be the expert for teachers, and it doesn’t feel the pressure to make sure that students know everything and that they’re just a bucket that we’re filling things into. That’s more a legacy thing.
This one is more the, how am I equipping students to do this cool thing, the skill that they can then develop on their own and they can be in charge of.
The importance of personalization and empowerment
I want to make sure that you’re seeing here the ties that you have to culturally responsive pedagogy. This is why I make the argument that proficiency is the most culturally responsive teaching method for world language because it challenges the role of being a knowledge gatekeeper.
Our role as teachers here is to spark curiosity, equip students, give them the tools to do things right here, right now, and give them communication skills. Whereas the legacy method is very much all about, let’s make sure that students know these things that we think are important, which very much sets you up for a limited lens view.
With legacy methods, you’re ignoring all of the value that students have in the language acquisition process everything that they bring to the table, and all of the power of personalization.
CI Teaching = Culturally Responsive and Relevant Pedagogy for World Language
Culturally relevant teaching in world language respects the value-add that students have and recognizes that they are 50% of the process. The teacher is there to help them get there in the fastest way possible and move along the stages of proficiency faster. We help them feel awesome about language learning because motivation is the number one factor for success in acquisition time and time again, research and research study again.
My #1 CI Teaching and Proficiency Tip You Can Do Right Now
So all of this boils down to this one important thought that I have for you. Cut your list, cut your list so that you can focus on student contributions, because when your vocabulary list is jammed full of things, your students don’t have room to share with you what’s important to them, and that’s why it’s so important.
So if you do nothing else, if you have time for nothing else with your units, cut your list, cut your vocabulary down, and leave space and room for your students to show you how interesting they are, how cool they are, how much they have to add to your classroom.
In Conclusion & Resources for Proficiency Oriented Instruction
It’s a lifestyle.
However, most of the terms we discussed related to CI teaching and any relationship to proficiency can be united under the shared philosophy that:
- the learner is the center of class, not the teacher
- input (and depending on your camp, meaningful output) opportunities lead to language growth, NOT practice or memorization of language features
- language acquisition is a community-oriented process and the teacher is the facilitator rather than the gatekeeper of knowledge
- presentation and practice is too slow to bother with
- comprehensible input leads to significant language acquisition
This is a big shift and a big ask for teachers. Want some support with this journey? Don’t worry, I have resources for you.
Transitioning to proficiency is HARD. Let this guide show you how to choose small, doable steps that actually make your classroom practice easier instead of harder. Yes, proficiency can shorten your planning with the right approach! Download the roadmap to proficiency and read the guide here to see how.
Free Conference for World Language Teachers
If you’re ready to jump in and get started with proficiency and teaching with comprehensible input, I have another resource to help you on your journey below:
Sign Up for the Next Practical & Comprehensible Free Virtual Conference! Every year, I gather together the best and brightest in the field of world language to share with you how to switch to proficiency through comprehensible input. All with practical ideas that you can use tomorrow. It’s a FREE virtual conference – join the waitlist and find out more about the speakers here.
Thanks for being here!
Rooting for you, | <urn:uuid:1e81afe1-4983-416a-9eff-56a58f913e60> | {
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In the past few days, a study by the National Oceanic and Atmospheric Administration (NOAA) has been getting a lot of attention in the press, which, sadly is something of a rarity for scientific reports. The short version is that the study looked at the ongoing drought in California and concluded it appears to be largely driven by natural atmospheric and oceanic variability, rather than human-induced climate change.
So why all the ruckus? For one, the study looked at impacts to California’s rainy season over the past three years. It did not look at other factors impacting the severity of the drought. Factors like how manmade warming is affecting temperatures and exacerbating soil dryness. This oversight has led to some significant criticism from other climate researchers.
Plus, scientists elsewhere have been studying the drought and coming to very different conclusions. The American Geophysical Union (AGU) published its own report last week detailing the rarity of the ongoing California drought. AGU’s study focused on southern portions of the state and used several methods of historic climate reconstruction, including analysis of tree rings. The report found that the current drought is perhaps the most severe in the last 1,200 years and driven by both reduced precipitation and record high temperatures. Record high temperatures like those we’re seeing more and more of, thanks to climate change.
Returning to the NOAA study, by the authors’ own admission, the results also highlight several areas where we need more research to fully understand the factors behind California’s rainfall patterns. These include the impact of surface sea temperatures in the Pacific and other oceans on the jet stream and other atmospheric processes. Which is to say that if you start seeing articles claiming the NOAA report disproves the role of climate change in the California drought, remember that it’s much more complicated than a single headline, about a single study could handle.
So after all the back and forth between the scientists, what’s the take away for the rest of us? First, we need more research to see the big picture behind the drought. Second, regardless of what exactly caused the drought, it’s probable that climate change is making it more severe and ultimately much more damaging to farmers, skiers, and communities across California than it would be otherwise. And that’s reason to take note – and take action.
Before You Go
At Climate Reality, we work hard to create high-quality educational content like blogs, e-books, videos, and more to empower people all over the world to fight for climate solutions and stand together to drive the change we need. We are a nonprofit organization that believes there is hope in unity, and that together, we can build a safe, sustainable future.
But we can't do it without your help.
If you enjoyed what you’ve just read and would like to see more, please consider making a generous gift to support our ongoing work to fight climate denial and support solutions. | <urn:uuid:598e9d77-8ec5-4ce2-a87c-6dec2559eecd> | {
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The Laveen Elementary School District is committed to ensuring that LESD students are prepared to thrive in our technology-rich 21st-century world.The technology department is dedicated to making technology accessible to all students. Laveen has a 1:1 student to device ratio with over 6,000 Chromebooks, 1800 iPads, and 300 teacher laptops along with an interactive SMART Board in each classroom. In addition to ensuring the numerous technology devices throughout Laveen schools are functioning properly, the technology department manages how technology is integrated into daily instruction. The use of technology by teachers and students for communication and collaboration, as well as in support of critical thinking and creativity, is essential to learning the skills and competencies necessary to prepare students for college and career.
Technology in the Classroom
See examples below of how our students use technology every day.
|Trailside Point’s Digital Learning Day|
|Desert Meadows Digital Learning Day|
|Rogers Ranch Digital Learning Day|
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The Utsuro-bune or the hollow ship refer to an unknown object which allegedly washed ashore in 1803 in Hitachi province on the eastern coast of Japan. The tale has been told in three texts; Toen shōsetsu(1825) , Hyōryū kishū(1835) and Ume-no-chiri (1844). The book Toen shōsetsu contains the most detailed version.
According to legend an attractive woman arrived to the coast of Japan aboard the Hollow Ship. This woman was unlike the other women in the region. Local fisherman accompanied this strange-looking female inland, but they were unable to establish communication since this visitor could not communicate in Japanese.
This historical event took place on February 22, 1803 when the round looking object, which according to texts was made of iron and glass, floated ashore. The object was unlike any other ships in the region, and according to history, at the time this “ship” washed ashore- there were no round ships in Japan. This “hollow ship” had very strange symbols on its metallic surface which the locals did not manage to decipher. According to the Ume-no-chiri , the ship reminded the witnesses of a rice cooking pot, around its middle it had a thickened rim. It was also coated with black paint and it had four little windows on four sides. The windows had bars and they were clogged with tree resin. The lower part of the boat was protected by brazen plates which looked to be made of iron of the highest western quality.
The female visitor was not very tall, according to ancient texts, 1.5 meters, she had very pale skin and was dressed in a very strange way, the woman seemed very polite and had fiery red hair with red eyebrows. In her hands she held a box that was 60 cm in length.
There were two books published early that speak about this strange incident. One book is called Toen Shousetsu, published in 1825 and the other book is Ume no Chiri, published in 1844.The stories that were told in the books are considered to be based on old tabloid-like newspapers that are commonly called kawara-ban, while there are also many stories that originate from local folklore.
One of the most mysterious and interesting aspects of this legend revolves around the box that the female visitor held in her hands. A rectangular shaped box was made out of material unlike anything found in Japan. The female visitor did not allow anyone to touch the box so we can assume that it was extremely important to the visitor, but the exact purpose of the box is till unknown. | <urn:uuid:ed70a937-6dfe-4a9e-96a5-7bbbb0a1ffb5> | {
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AI-powered content generation has gained remarkable prominence in recent years, as it offers a...
How does the Verterxgraph Assistant Retrieve the Information
Large Language Models are neural networks that have been trained on vast amounts of diverse text data. Vertexgraph's assistants excel at understanding context, generating human-like text, and performing various natural language processing tasks. In order to generate the article that users expect, the Vertexgraph assistant needs to retrieve the information from the database. Here is the blog talking about how the assistant does such work
Contextual Understanding: LLMs exhibit an exceptional ability to understand and generate text in context. When given a prompt or a question, they analyze the input in relation to the context provided and generate coherent and contextually relevant responses. This contextual understanding is crucial for effective information retrieval.
Pattern Recognition: LLMs are trained to recognize patterns and associations within the vast amount of data they have been exposed to during training. This includes syntactic structures, semantic relationships, and common knowledge. When tasked with retrieving information, they leverage these learned patterns to identify relevant information based on the context of the input.
Attention Mechanisms: LLMs employ attention mechanisms, which allow them to focus on specific parts of the input sequence when generating responses. This mechanism enables the model to pay attention to the most relevant information when retrieving data. By assigning different weights to different parts of the input, attention mechanisms help LLMs prioritize contextually important details.
Fine-Tuning and Adaptability: LLMs can be fine-tuned on specific tasks or domains, making them adaptable to various information retrieval scenarios. This fine-tuning process allows the models to specialize in particular areas and produce more accurate and contextually appropriate responses.
Semantic Similarity: LLMs can understand the semantic similarity between different pieces of text. When retrieving information, they can identify content that is semantically related to the input query, even if the wording is different. This ability enhances their capacity to provide relevant information.
The power of Large Language Models in retrieving information lies in their ability to comprehend context, recognize patterns, and adapt to specific tasks. With this power, the Vertexgraph assistant could get information from the files saved in the local server by the users | <urn:uuid:5e2a493e-f2c0-4329-b4a8-df45dbab1789> | {
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By Robert Grigg
While the ever-increasing number and size of landfills are certainly problems that shouldn’t be perpetuated, your trash isn’t necessarily just a useless environmental hazard. Due to the nature of how things decompose, landfill gas (LFG) is emitted from these large trash piles. Composed of 50% methane and 50% CO2, landfills can provide a source of “natural” gas.
Using a combination of wells and pipe systems, people can harvest these gasses for use as an alternative fuel. Doing this can help offset some of the costs of using other fuels, and is already being used in a number of fields such as the auto industry, food processing, water treatment, and even institutions such as prisons and hospitals.
The concept of harvesting natural gas from landfills is already relatively popular, so while you should cut back on your waste disposal, your trash might possibly be harvested as gas in a sense. For more information on landfill gas and its uses, visit The EPA’s website, or check out this cool illustration below found on Advanced Disposal.com | <urn:uuid:4d853ec6-c019-42c1-a993-c8a76e4a5987> | {
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I have an uncle who recently died of heart disease; he was only 45 years of age. The doctors told us that his smoking of tobacco was responsible. I thought smoking caused lung cancer. Is there a connection between smoking and heart disease?
Cardiovascular disease is the most common cause of death in the developed world. More than half of these deaths result directly from coronary artery disease. Another approximately 20 percent are due to stroke. With such a large amount of disease related to cardiovascular disease, it is important to look at the reasons.
The science of epidemiology (the study of disease patterns and causes) has led to an understanding of risk factors. A risk factor is a feature or tendency in a population or individual associated with an increased risk of developing disease(s). Some risk factors cannot be changed. These include heredity, gender, and age. In contrast, some risk factors are modifiable or changeable; smoking is one of these.
Cigarette smoking remains the most important changeable risk factor for coronary artery disease (CAD) in much of the world. Approximately 1 billion individuals worldwide now smoke; five million people die annually of causes (including heart disease) directly related to smoking. It is important to note that even nonsmokers who have passive exposure to cigarettes, cigars, or pipe smoke have an increased risk of CAD from this exposure.
The effects of smoking on coronary risk have been absolutely proved over the past 50 years. People who consume 20 or more cigarettes daily have a two to three times increase in total CAD than nonsmokers. In young women who take the contraceptive pill and smoke, there is an even greater increase in CAD because of the additive effects of these two entities.
Smoking increases the disease of coronary arteries (atherosclerosis). Consequently, there is a significant association between smoking and angina (chest pain because of narrowed coronary arteries), first-time heart attacks, as well as repeated heart attacks. Likewise, there is an increase in all forms of stroke associated with smoking.
Other Effects of Smoking
Smoking causes blood pressure to rise. It also decreases the amount of oxygen that gets to the heart muscle. The chemicals in cigarette smoke, including nicotine and carbon monoxide (a deadly poison in high doses), accelerate blood vessels’ damage through arterial disease. Apart from making the dangerous LDL cholesterol (low-density lipoprotein) more harmful and worsening arterial damage, smoking increases the blood’s tendency to form clots.
Another way in which smoking affects the heart is through the damage it causes to the lungs. As the lungs are altered by exposure to smoke, a change occurs in the circulation of the lungs that is normally a very low pressure system. Lung damage causes the pressure in the blood vessels of the lung to rise. This results in a strain on the right ventricle (pumping chamber) of the heart—which is designed to function with low pressures—and can cause permanent damage to the heart.
Another condition that is directly related to smoking is Buerger’s disease. In this disease, inflammation takes place in the small and medium-sized arteries and veins in the arms and legs. This occurs mostly in men under the age of 40 and more commonly in Asians and individuals of eastern European origin. The only specific treatment is for the patient to stop smoking.
The Most Important Strategy
Smoking has very negative effects on health generally and on the cardiovascular system specifically. Yet, the tobacco industry continues to aggressively target all populations—especially young adults. It is therefore imperative that preventing people from starting to smoke be the most important strategy. The message should also be clear that smoking cessation cuts the health risks; cutting down on smoking does not. Prevention is not only better than the cure—it is the cure!
If you liked this, you might also like A Smoker’s Prayer
Peter M. Landless is the Director of the General Conference Health Ministries Department.
Reprinted with permission Adventist World-NAD, October 2006, p. 11.© 2002 - 2021, AnswersForMe.org. All rights reserved. Click here for content usage information. | <urn:uuid:752b7438-4218-4623-b9ea-e64188f718c6> | {
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Festuca campestris Rydb.
Cariboo - Fraser Fort George
Northeast - Peace Liard
Thompson - Okanagan
Engelmann Spruce-Subalpine Fir
Native plant community
Sociocultural and/or aesthetic
Rough fescue is not found in the native grasslands of the Peace Region.
One of the most productive native range grasses.
Rough fescue is a densely tufted, native perennial bunchgrass, and an important component of British Columbia’s native grasslands. The name rough refers to the rough edges of the leaves and stems. It has fibrous roots and is rarely rhizomatous. Plants spread from tufts growing at the edges of the crowns. Stems are 40 to 90 cm (16 to 35 in.) tall with no exposed nodes. Leaf blades may be flat or folded 10 to 60 cm (4 to 24 in.) long and 1.2 to 3.2 mm wide when flat. Dense basal leaves are dark green and produce large amounts of forage, while taller leafless stems produce the seed heads. Seed heads are mature in 90 to 95 days from the first growth in spring.
Rough fescue is native to British Columbia.
Rough fescue is a common dominant bunchgrass in grassland associations of south central and southeast British Columbia, and southern Alberta. It also occurs in Washington, Idaho, Oregon, Montana, and Colorado.
It occurs on moist to dry grasslands and forest openings in the steppe to subalpine zones.
Important forage for both wildlife and livestock. Used in grassland restoration and site rehabilitation.
Can be managed with proper utilization and periodic year-long rest. Continued defoliation during the latter part of the spring growth period can be detrimental to rough fescue.
Rough fescue is one of the highest yielding of British Columbia’s native grasses. Yields on excellent condition grasslands where it is dominant average more than 1,100 kg/ha (982 lb/acre) and can be as high as 2,700 kg/ha (2,411 lb/acre).
Rough fescue has fairly good palatability and is readily grazed. Rough fescue has different forage and palatability levels in different regions. It cures on the stem but early frosts may interfere with the curing process.
Rough fescue is long lived.
Good persistence once established, and when managed appropriately.
It is competitive when well established in naturally occurring native plant communities.
Low weed resistance when it is being established. Established stands have much higher weed resistance.
Can provide high protection from erosion once established. Slow establishment limits use in critical erosion control situations.
Rough fescue has low drought tolerance.
Rough fescue requires a frost free period of at least 90 days.
Rough fescue prefers medium- to coarse-textured soils.
Rough fescue has low tolerance to flooding.
Rough fescue can tolerate soil pH levels of 6 to 8.
Rough fescue has intermediate shade tolerance.
Emergence is poor despite high germination rates. Rough fescue has moderate seedling vigour. Stand development is slow. Fourteen years after pipeline restoration in Alberta, seeded rough fescue cover is 50% of control sites.
Broadcast seeding using the Kinsella Accuroller (roller and imprinter) was reasonably successful in a major pipeline restoration project in Alberta.
Suitable with early- to mid-succession native species.
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Like any household and business organization, the nation also has its economic and financial affairs to take care of. It has to keep an account of all its monetary dealings with foreign nationals and commercial entities. This exchange of goods, services, technical know-how, capital goods, remittances and humanitarian aids are recorded and accounted for in a special statement known as Balance of Payments.
What is Balance of Payments?
Balance of Payments is a specific record of a country’s and its residents’ – individuals as well as business organizations – monetary exchanges and affairs with the rest of the world. It is prepared quarterly as well as annually. Ideally, it is supposed to balance or be nil. That means the number of goods, services, and money than any nation has sent out in the world; the same amount should have been received by it. This will make the Balance of Payments nil.
But, it doesn’t work like that in practice. Almost all the countries in the world experience imbalance in their Balance of Payments i.e. either they are receiving more or giving more to the world. Technically, this is known as ‘Deficit’ or ‘Surplus’ respectively. We will discuss more it in the following sections.
Structure of Balance of Payments
The Balance of Payment is generally divided into two parts, also known as accounts. These are Current Account and Capital Account. Both of them house different set of transactions, the details of which are as follows:
1. Current Account
Current Account is also known as Balance of Trade. It accounts for the major portion of Balance of Payments as it contains transactions pertaining to the exchange of goods and services entailing monetary transfers. These transactions include the following:
- Export of goods and import of goods in the economy
- Export and import of services such as consultancy services, outsourcing contract payments, banking, insurance etc.
- Unilateral transfers such as remittances by workers who are abroad to their families, gifts, donations etc.
- Income on investments abroad as well as payments made in connection with foreign investments on native soil.
2. Capital Account
It is comparatively a smaller part of Balance of Payments. Any deficit or surplus in Balance of Trade or Current Account above is transferred to Capital Account. The following are the transactions that get accounted for in Capital Account:
- Loans disbursed and received from abroad – other countries as well as international institutions in both public and private sector.
- Investments made or liquidated in other countries or made by non-residents in native country
- Reserves of foreign currencies maintained by central banks of respective countries
What does it mean to have a surplus or a deficit in the Balance of Payments?
Ideally, a Balance of Payments should always balance or tally. That means the debit (receipt) and payment (credit) side should be equal. But this scenario hardly materializes with any country because there will always be some amount of imbalance between international receipts and payments due to a country’s economic policies or fluctuations in currency exchange rates.
If the payments are more than the receipts, that shows a ‘Deficit’ in the Balance of Payments. It signifies that the country is importing more goods and services than it is exporting. This leads to an imbalance in the Balance of Payments which is transferred to the capital account.
In the capital account is deficit is adjusted either against the reserves of foreign currency or by taking loans from abroad. These loans, then, have to be used for creating and developing infrastructural facilities that will boost production in the country. Increased production will lead to increased exports and will bring in more revenues in foreign exchange and the deficit can be nullified.
If, on the other hand, a country fails to utilize the foreign loans and disbursements in order to strengthen its economic growth, then it will continue to reply on imports for satisfying its needs which will lead to the ever-increasing deficit in its Balance of Payments. Due to this, this country will, in the end, be forced to liquidate some of its assets such as mines, land and other precious natural resources to sustain its economy and repay the foreign debts.
Surplus, on the other hand, shows a country’s prosperity. It shows that the country is able to satisfy its needs and is able to sell its products abroad earning huge reserves of foreign currency. However, to maintain parity in international trade, the citizens of this country will have to demand more goods and services in order to keep the monetary cycle flowing and intact.
Importance of Balance of Payments
As pointed out above, Balance of Payments is a very important record of financial transactions and status of any nation and its economy. It highlights the direction of economic growth or otherwise of any country and is a ground on which many important policy decisions are based.
The balance of Payment’s importance can be gauged from the following points:
- It analyses the business transactions of any economy into exports and imports of goods and services for a particular financial year. Here, the government can identify the areas that have the potential for export-oriented growth and can formulate policies supporting those domestic industries.
- The government can adopt some protective measures such as higher tariff and duties on imports so as to discourage imports of non-essential items and encourage the domestic industries to be self-sufficient.
- If the economy needs support in the form of imports, the government can formulate appropriate policies to divert the funds and technology imported to the critical sectors of the economy that can drive future growth.
- If the country has a flourishing export trade, the government can adopt measures such as devaluation of its currency to make its goods and services available in the international market at cheaper rates and bolster exports.
- The government can also use the indications from Balance of Payments to discern the state of the economy and formulate its policies of inflation control, monetary and fiscal policies based on that. | <urn:uuid:f050a957-1bad-47c2-8415-698f4191d1b0> | {
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OOn July 23, the World Health Organization made monkeypox a public emergency of international concern (PHEIC). It was a contentious decision, with WHO Director General Dr. Tedros Adhanom Ghebreyesus making the final call and overruling the WHO’s Emergency Committee. The advisory committee’s disagreements mirrored debates unfolding among public officials, on social media, and in opinion pages over the last several weeks. Is monkeypox a public health emergency when it’s “just” spreading among gay and bisexual men and trans women? How concerned should transgender women and men as well as children be?
These questions reflect concerns over stigmatization and the best way to spend limited resources. These questions also reflect an individualistic approach to public health. Instead of asking them what monkeypox means to them, NowPublic should ask questions about how and where the monkeypox epidemic could strike them in the near future.
Monkeypox spreads more easily if it’s not stopped. A few cases have been reported in women, and some children. This is due to the transmission of household virus. Monkeypox in healthy individuals can cause severe pain and even disfigurement. However, it can cause death in immunocompromised patients, infants and children as well as pregnant women. All of this population would be in serious danger if monkeypox was established in the United States.
It will be safer for men to have sex without transferring the virus. With a very limited amount of monkeypox vaccine, public health officials must be able to target vaccines fairly for maximum impact.
It won’t be enough to vaccinate close contacts of people with monkeypox to stop the spread. Many cases go undiagnosed because public health officers have not been able to track all transmission routes. Meanwhile the risk of monkeypox (and other sexually transmissible diseases) isn’t evenly distributed among gay and bisexual men and trans women, and targeting all of them would outstrip supply. These strategies can also be stigmatized based upon their identity.
Recent changes by the CDC to the monkeypox vaccination eligibility include those who are aware that a person’s sexual partner has been diagnosed with the disease or have had multiple sexual partners within the last 14 days. This approach is dependent on individuals having access to testing. In some countries, clinicians are more likely to test than others.
Public health officers could also target monkeypox vaccines for gay, bisexual, and transgender men and women with HIV. Taking medications to protect against HIV infection. Afterall, there’s a lot of overlap between these populations and those at risk for monkeypox. However, PrEP is only available to 25% of eligible Americans. This percentage drops to 16% and 9 respectively for Blacks and Hispanics. This strategy could leave many vulnerable and increase existing racial-ethnic disparities.
It is because of this that some LGBTQ activists have advocated for more aggressive outreach. “We talk about two kinds of surveillance. Passive surveillance, where I show up to my doctor’s office,” says Dr. Gregg Gonsalves, an epidemiologist at the Yale School of Public Health and a longtime AIDS activist. “Active surveillance is where we go out and we seek cases actively by going where people are at. There are parties, social venues, sex clubs where we could be doing monkeypox testing,” he says. This is especially important for gay-friendly communities, because both gay and straight sex may be stigmatized and the providers might not be as informed.
New York City is the epicenter for monkeypox. However, there are still disparities in accessing monkeypox vaccine. The city’s health department offered appointments for first doses of monkeypox vaccine through an online web portal and promoted them on Twitter. These initial doses were administered in the Chelsea area at a clinic for sexual health.
Continue reading: Monkeypox vaccines are difficult to find
According to Gonsalves, “It was in the middle of the day. It was in a predominantly gay white neighborhood… It really was targeted at a demographic that will be first in line for everything. This is the problem with relying on passive surveillance and people coming to you.” According to Dr. Michael Levasseur, an epidemiologist at Drexel University, “The demographics of that population may not actually reflect the highest risk group. I’m not even sure that we know the highest risk group in New York City at the moment.”
Granted, three-quarters of the city’s cases had been reported in Chelsea, a neighborhood that is known for having a large LGBTQ community, but that’s also a reflection of awareness and access to testing. While more laboratories are now offering monkeypox testing services, many doctors are not aware of the condition or are unwilling to perform tests on patients. To get tested you must be an advocate, as this can disadvantage already marginalized groups.
In Central Harlem, the NYC Health Department opened a second vaccine site to reach more communities of color. But, not all those who were able to access monkeypox vaccinations have been there. white men. NYC also launched last week three mass vaccination sitesThe Bronx and Queens were also open, as was Brooklyn. You had to know the facts, be able to wait in line, be willing to get the vaccine and have the necessary day off to receive the monkeypox vaccination.
What is the best way for public health officers to carry out active surveillance Gonsalves referred to to ensure that monkeypox vaccinations are given to everyone equally and those most at-risk? The Rapid Epidemiologic Study of Prevalence, Virus Network and Demographics of Mousepox Infection (RESPNDMI) may help to pinpoint the source of this epidemic. Your chance of being exposed to monkeypox is determined by the likelihood that someone within your social network may have it. This study could help to clarify, for instance, the importance of dating apps versus group sex at large events and parties in spreading monkeypox. “A network map can tell us, given that vaccine is so scarce, the most important demographics of folk who need to get vaccine first, not just to protect themselves, but actually to slow the spread,” says Dr. Joe Osmundson, a molecular microbiologist at New York University and co-Principal Investigator of the RESPND-MI study.
When vaccines were first distributed at mass vaccination centres and pharmacies, there was a large racial gap in the vaccination rate. The gap in vaccination rates was closed by officials from public health who met people at their doorsteps. Trusted messengers were used to help reach individuals of color that might be hesitant about the health system.
Similar to the sexual health clinics, they may not offer a universal solution for vaccination and monkeypox testing. While some may find sexual health clinics more inviting, others might be afraid of being visited one. Due to the limited hours they are open on weekdays, some may be restricted from accessing sexual health clinics.
It isn’t new for public health officials to meet members of the LGBTQ community where they are. In 2013, there was a national outbreak of meningitis affecting gay men and women. Health officials across the country formed partnerships with LGBTQ organizations and established meningitis vaccination distribution programs. Chicago has a different approach to monkeypox than New York City.
According to Massimo Pacilli, Chicago’s Deputy Commissioner for Disease Control, “The vaccine isn’t indicated for the general public nor, at this point, for any MSM.” Chicago is distributing monkeypox vaccines through venues like gay bathhouses and bars to target those at highest risk. “We’re not having to screen out when people present because we’re doing so upstream by doing the outreach in a different way,” says Pacilli. He says that monkeypox vaccination “is intentionally decentralized. And because of that, the modes by which any individual comes to vaccine is also very diverse.”
To expand your capacity, another reason for LGBTQ community groups to partner is. New York City Department of Health and Mental Hygiene (NYC) is among the most well-funded health departments in America. Yet, they’re not the only one. strugglingThe monkeypox crisis required them to quickly respond and be strong. “COVID has overwhelmed many public health departments, and they could use the help, frankly, of LGBTQ and HIV/AIDS organizations,” in controlling monkeypox, says Gonsalves.
But even as public health officials try to control the transmission of monkeypox among gay and bisexual men and trans women in this country, it’s important not to forget that monkeypox has been spreading in West and Central Africa for years. MSM communities are not the only source of monkeypox transmission. Local epidemiology will be a key component of any strategy to control monkeypox. Countries like Nigeria that ban gay sex will make social and sexual mapping even more difficult. Unfortunately, wealthy nations have been hoarding monkeypox vaccination supplies as much as COVID vaccines. All countries will be at risk if access to monkeypox vaccination isn’t made equitable.
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A new report from the National Oceanic and Atmospheric Administration (NOAA), NASA and several more U.S. federal agencies paint a dire picture of how sea level rise could affect U.S. coastal regions during the next several decades. Of course, such impacts will be felt worldwide during the 21st century: In Japan, for example, more than 4 million people face the risk of flooding later this century paired with more than a trillion dollars in economic losses.
At a higher level, the report lays out four key takeaways: sea level rise could surge 10 to 12 inches in the years leading up to 2050; “moderate” (i.e., damaging) floods from tide and storm surges could occur at a rate 10-fold compared to what is happening today; the failure to curb emissions could add up to an additional five to seven feet of sea level rise between today and the year 2100; and more people will be increasingly aware of these threats as the technologies that allow the monitoring of sea level rise will keep improving.
While those living along or near the coasts will be affected everywhere, from the West Coast to the Hawaiian Islands to remote areas of Alaska, the largest threats from sea level rise loom on the U.S. Eastern Seaboard (10 to 14 inches) and Gulf Coast (14 to 18 inches).
We’ve long known that sea level rise could wreak havoc within the real estate sector as millions of U.S. residents would be forced to move. But the long-term effects could also harm industries such as tourism, logistics and agriculture. Plus, there’s the specter of what could happen to local ecosystems, which would bring their own threats to local businesses up and down the coasts, including those far away from larger U.S. cities.
Take the state of Florida, which is already in the eye of the ongoing sea level rise storm. Miami-Dade County is already experiencing the effects of sea level rise, and future projections suggest another 17 inches of rising waters by 2040. While academics and the private sector have already started to respond to these changes, the Sunshine State’s booming real estate and tourism markets, financial sector, and lucrative agribusiness space would all face a reckoning.
With the state’s average elevation only a few feet above sea level, Florida’s multibillion-dollar farming industry would face numerous challenges. “Safeguarding and advancing agricultural production in south Florida means we must act now to reduce saltwater intrusion, which affects soil, surface and groundwater quality, and plant viability, given that many farmlands in Florida are near the coastline,” wrote Haimanote Bayabil and Yuncong Li for the Tampa Bay Times. “Even a slight increase in saltwater intrusion into Florida’s aquifers could have major repercussions in availability of fresh water for drinking and agricultural purposes.”
So far, much of the coasts’ natural terrain, along with infrastructure investments like the ones underway in New York City, can offer some protection against sea level rise — though in many areas, the very term “some” may already be an overly optimistic word. “Along some coasts, natural features like dunes and marshes may be holding back the sea a bit,” concluded Bob Berwyn for Inside Climate News, “but once the sea rises above those, it can spread inland, a big concern for Florida, where a lot of territory is barely above sea level.”
If there’s any good news in this latest report, it’s that U.S. agencies have the ability to track rapid changes in sea level rise. But considering the political polarization across the U.S. — and the fact that the private sector’s net zero ambitions aren’t quite adding up — the country is so far heading into a climate change gun fight with the equivalent of a butter knife.
“The threats to ecosystems, communities and livelihoods are growing,” the editorial board of the Washington Post wrote earlier today. “There is still time to act — but the window of opportunity is narrowing by the day.”
Image credit: Antonio Cuellar via Unsplash
Leon Kaye has written for 3p since 2010 and become executive editor in 2018. His previous work includes writing for the Guardian as well as other online and print publications. In addition, he's worked in sales executive roles within technology and financial research companies, as well as for a public relations firm, for which he consulted with one of the globe’s leading sustainability initiatives. Currently living in Central California, he’s traveled to 70-plus countries and has lived and worked in South Korea, the United Arab Emirates and Uruguay.
Leon’s an alum of Fresno State, the University of Maryland, Baltimore County and the University of Southern California's Marshall Business School. He enjoys traveling abroad as well as exploring California’s Central Coast and the Sierra Nevadas. | <urn:uuid:0ec4ea74-43a4-4923-b6d4-219b7f3f4833> | {
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Who Held One Of The Most Power Under Japanese Feudalism?
Explain why Shoguns had the genuine power while the emperor was on top of the pyramid. They were the supreme military leaders of the Feudalistic Japan.
Who was the individual with the most power in the Japanese feudal system?
At the very peak of society was the shogun the military ruler. He was typically the most effective daimyo when the Tokugawa household took power in 1603 the shogunate ended up being genetic. The Tokugawa ruled for 15 generations up until 1868. Although the shoguns ran the program they ruled in the name of the emperor.
Who held the majority of the power in feudal Japan quizlet?
king— they had the most power and ruled the society and big locations of land. However simply sufficient power to rule. 2. Nobles- they owned land held some power and were rich.
Who held all the power in feudal Japan *?
The “feudal” duration of Japanese history controlled by the effective local households (daimyo) and the military guideline of warlords (shogun) extended from the 12th through the 19th centuries. The Emperor stayed however was primarily kept as a token judgment position.
Who was more effective daimyo or shogun?
Who held power in Japan’s military society quizlet?
The Samurai increased to power in the 12th century when Japan ended up being a military dictatorship ruled by the Shogun They were an effective part of the Japanese Society up until the Meiji Remediation in 1868 resulted in completion of the feudal system in Japan.
Who developed feudalism in Japan?
Who actually held power in Japan?
The Federal government runs under the structure developed by the Constitution of Japan embraced in 1947. It is a unitary state including forty-seven administrative departments with the Emperor as its President. His function is ritualistic and he has actually no powers associated with Federal government
Who was the most effective daimyo in middle ages Japan?
Who held more power the shogun or the emperor?
In practice the emperor ended up being ruler in name just and the shogun or members of effective households ruling in the name of the shogun held the genuine power through the armed force.
Who was at the top of Japanese society did they have any real power in society?
At the top were the Emperor and the court nobility invincible in status however weak in power. Next came the shogun daimyōs and layers of feudal lords. A social order called “the 4 departments of society” was adjusted to support the nation consisted of samurai farming peasants craftsmens and merchants.
Who is an effective military lord?
a warrior who promised commitment to an effective military lord In feudalism a vassal was an honorable who held land from and served a higher-ranking lord Samurai ended up being vassals of a daimyo and offered an oath of commitment.
Who has the least power in feudal Japan?
Feudal Japan: Example Concern # 3
The emperor was a token who had no guideline power. The samurai were the warriors of the shoguns comparable to European knights. The merchants were the most affordable class since the Japanese saw the profession of trading as horrible.
Who was the very first leader of Japan?
Jimmu completely Jimmu Tennō initial name Kow-yamato-iware-hiko No Mikoto famous very first emperor of Japan and creator of the royal dynasty.
What triggered the increase of feudalism in Japan?
The system was developed since the Daimyo class started to get too effective Ultimately one Daimyo took charge though military may. He ended up being Shogun. Each Shogun needed to develop his own authority.
Who governs Japan?
The politics of Japan are carried out in a structure of a multi-party bicameral parliamentary agent democratic absolute monarchy in which the Emperor is the President and the Prime Minister is the Head of Federal government and the Head of the Cabinet which directs the executive branch.
Who is the existing leader of Japan?
Fumio Kishida has actually officially taken workplace as Japan’s brand-new prime minister being successful Yoshihide Suga who resigned after simply one year in workplace. Mr Kishida 64 won the race to lead Japan’s judgment Liberal Democratic Celebration (LDP) last week.Oct 4 2021
Does the Emperor of Japan have any power?
The Emperor of Japan is the president of Japan The king is the sign of the Japanese country and the unity of its individuals. In the Japanese absolute monarchy the emperor does not have any political power In world politics he is the only existing emperor.
Who are the excellent unifiers of Japan?
The 3 Unifiers of Japan
- Oda Nobunaga. Oda Nobunaga (1534-1582) …
- Toyotomi Hideyoshi (1536-1598) Hideyoshi started his military profession as the sandal-bearer to Oda Nobunaga. …
- Tokugawa Ieyasu. Tokugawa Ieyasu (1543-1616)
Who was the best Shogun?
Tokugawa Yoshimune (born Nov. 27 1684 Kii Province Japan– passed away July 12 1751 Edo) 8th Tokugawa shogun who is thought about among Japan’s biggest rulers. His significant reforms completely improved the main administrative structure and briefly stopped the decrease of the shogunate.
How did the daimyo gain power in Japan?
In the 14th and 15th centuries the so-called shugo daimyo occurred. … The shugo daimyo’s personal landholdings were rather restricted nevertheless and these daimyo acquired much of their earnings from imposing taxes on the cultivated lands owned by civil aristocrats and spiritual facilities
Who provides land to the daimyo in Japanese feudalism?
Ultimately the Tokugawa shōgun caused 200 daimyō under his control. After this most daimyō worked as vassals for the shogun The daimyō were approved land from the shogun.
What power did the daimyo have?
Exist any Tokugawa left?
Tsunenari Tokugawa (徳川 恒孝 Tokugawa Tsunenari born 26 February 1940) is today (18th generation) head of the primary Tokugawa home. He is the boy of Ichirō Matsudaira and Toyoko Tokugawa.
Who held the most power under Japanese feudalism emperors landowners Warriors shoguns?
Throughout Japanese Feudalism there were 5 levels of Japanese society: the emperor (Held the greatest rank however had no political power) then came the shogun (Real ruler) then the daimyo (big landowner) then came the samurai (warriors devoted to daimyo) and the most affordable rank included peasants (3 fourths of the …
Which position in Japanese feudal society wielded the most power?
Which position in Japanese feudal society wielded the most power? The shogun since he managed the military.
How did the shogun preserve power?
Is a shogun a samurai?
Who developed the samurai?
Minamoto no Yoritomo
The triumphant Minamoto no Yoritomo developed the supremacy of the samurai over the upper class. In 1190 he went to Kyoto and in 1192 ended up being Sei’i Taishōgun developing the Kamakura shogunate or Kamakura bakufu. Rather of judgment from Kyoto he established the shogunate in Kamakura near his base of power.
How did samurai make money?
Throughout this time the samurai were required to reside in castle towns were the only ones permitted to own and bring swords and were paid in rice by their daimyo or feudal lords … As an outcome the value of martial abilities decreased and lots of samurai ended up being bureaucrats instructors or artists. | <urn:uuid:b6ed6778-d186-462a-abb4-b07f3427072a> | {
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This worksheet focuses on decomposing the number 10. An example shows how to write the smaller numbers inside the attached hearts. Encourage students to draw dots to show the total makes 10. Many students might need to use 10 manipulatives to come upon with all the possible combinations. I like having my students work with a tens frame and 2-sided colored counters. Extra cute Love Bugs make this ideal around Valentine's Day! Look for the money saving bundle or my individual Love Bug teaching set. | <urn:uuid:79ac7318-6291-4395-a977-e1affeeb3cf5> | {
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Meteors Facts: Shooting & Falling Stars
Meteors are sudden streaks of light in the sky that can happen during predicted showers or at random.
Meteors are sometimes poetically or mistakenly called shooting stars or falling stars. The streaks of light in the night sky are not stars at all, but tiny pieces of rock or dust that burn up in Earth’s atmosphere. The solar system debris that causes meteors can come from primordial dust, asteroids, comets, or even soil that was dislodged from the moon or Mars. The predictable showers that occur at the same time each year are usually from comets that have shed a trail of debris as they’ve passed through the inner solar system on their trip around the sun.
Parts of a Meteor Shower Defined
The terms meteor, meteorite, and meteoroid are not interchangeable. Each word connotes a distinctive phase in the life of a meteor.
A meteor is the streak of light seen as small dust or rocky debris enters the atmosphere.
A meteoroid is the tiny rocky debris when it is in space.
A meteorite is a piece of rock that was large enough to survive its journey through Earth’s atmosphere and land on the surface.
There are three different types of meteorites. The majority of meteorites that reach the surface of Earth are stony in nature. Stony meteorites make up about 93 percent of all meteorites found on Earth and they can be further divided into chondrites and achondrites. Chondrites, which are made of the same dust and debris that formed Earth at the beginning of the solar system 4.5 billion years ago, are much more common than achondrites, which have been geologically processed. Besides stony meteorites, stony-iron and iron meteorites make up the last two types, with stony-iron meteorites being the rarest.
Observing Tips for Meteor Showers
Meteors can burn up in the atmosphere at any time. But some times of year produce showers (and occasionally even storms) that provide viewers with the best chances of seeing a good show. See the Annual Meteor Showers article for more information.
Astronomers use a little lingo when discussing meteor showers. A few of the terms are defined below:
A radiant is the portion of the sky that the meteors appear to emanate from. Because meteor showers occur when Earth enters a stream of debris, meteors associated with this shower can all be traced back to the same portion of the sky. For example, the Orionid meteor shower produces meteors that seem to come from the constellation Orion.
Zenithal Hourly Rate
Also known as ZHR, the zenithal hourly rate describes how many meteors an observer can expect in an hour under dark skies and with the radiant nearly overhead (at zenith). Showers can range from a ZHR of 6 to 100. An amazing ZHR of 150,000 was estimated for the 1966 Leonid meteor shower (storm) at its peak.
A bolide is another term for a fireball or a large size rock that burns up in the atmosphere, producing a more spectacular show. The source of some bolides are large enough to reach the ground as meteorites, and occasionally do damage on Earth.
Fun fact about Meteors
A fun fact about meteors is that you can hear a meteor shower on your radio. In fact, more meteors can be heard than seen. In order to hear them, set your FM radio to a distant known station frequency that you can’t hear. The meteor and its ionized trail will reflect the radio signal, allowing you to catch occasional snippets of that station. | <urn:uuid:4cb87e5b-aeaf-4897-a52b-7d3914c93709> | {
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Examples of reduction reactions that can be used to synthesize borides and carbides .
Ultra‐high temperature ceramics (UHTCs) are a class of inorganic materials that have melting point over 3000°C and are typically borides, carbides, and nitrides of early transition metals. UHTCs are considered as the promising candidate used in the extreme environment involved with the hypersonic aviation thermal protective system. Synthesis of UHTC‐based materials can be divided into solid‐based and solution‐based protocols according to the state of the raw materials. A sol‐gel technique is one of the solution‐based protocols for the preparation of UHTC‐based materials, which involves the hydrolysis, condensation of the metal organic and/or metal inorganic compounds, gelation, and the posthigh temperature treatment of the dried gels. The sol‐gel technique enables the synthesis of UHTC‐based materials at 1300–1600°C. UHTC‐based materials with desired shapes, such as nanopowders, fibers, and porous monoliths, can also be prepared via sol‐gel routes.
- ultra‐high temperature ceramic (UHTC)
- ceramic fibers
- porous ceramics
Temperature at 3000°C is not just hot, but it is extremely hot. It is just a baseline in the world of extreme environment engineering. Very few materials can meet this criterion due to the facts that most of the materials have already melted or decomposed below this temperature. Materials with melting temperatures above 3000°C are very limited, which are shown in Figure 1 [1–4]. The borides, carbides, and nitrides of group IV and V elements have melting temperatures above 3000°C and are considered as ultra‐high temperature ceramics (UHTCs), such as zirconium diboride (ZrB2), hafnium diboride (HfB2), tantalum diboride (TaB2), zirconium carbide (ZrC), hafnium carbide (HfC), tantalum carbide (TaC), and hafnium nitride (HfN) .
Recent interest in UHTCs has been motivated by the search for materials that can withstand extreme environments, such as extreme temperature, chemically aggressive environments, and rapid heating/cooling, etc. [5, 6]. Due to the combination of series of excellent physical and chemical properties, such as high hardness, good high temperature stability, and excellent solid‐phase stability, UHTCs are considered as promising candidates for a variety of high‐temperature structural applications, including engines, hypersonic vehicles, plasma arc electrode, cutting tools, furnace elements, and high temperature shielding. However, owing to the strong covalent bond and relatively low volume diffusion coefficient, UHTCs are difficult to get successfully sintered. Densification of these materials is typically performed by hot pressing and spark plasma sintering with or without sintering aids.
UHTCs can be synthesized by a variety of routes, which can be divided into solid phase protocols and solution based protocols based on the state of the starting materials [7, 8]. Among the solid‐phase protocols, transition metal oxides, carbon black, boron oxide, and boron carbide are commonly used as the starting materials. After ball‐milling and high temperature carbothermal reduction, the mixtures are converted into UHTC powders. Examples of the reactions used to synthesize borides and carbides are listed in Table 1 . These reactions are written for ZrB2 and ZrC, but analogous processes produce other borides and carbides. These solid phase protocols are very straightforward and simple and are used to produce UHTC powders commercially. However, due to the heterogeneity of the reactants, the reactions need to be performed at high temperatures for several hours to complete. Also, those synthesized UHTC powders are micron‐sized particles.
|1||Carbothermal||ZrO2 + 3C→ZrC + 2CO(1)|
|2||Carbothermal||ZrO2 + B2O3 + 5C→ZrB2 + 5CO(2)|
|3||Borothermal||ZrO2 + 4B →ZrB2 + B2O2(3)|
|4||Boron carbide||7ZrO2 + 5B4C→7ZrB2 + 3B2O3 + 5CO(4)|
|5||Combined||2ZrO2 + B4C + 3C→2ZrB2 + 4CO(5)|
In solution‐based protocols, soluble transition metal containing precursors, boron precursors, and carbon sources are used as the raw materials to form homogeneous sols/solutions or polymers [8–10]. These sols/solutions or polymers can be converted into UHTC materials after hydrolysis, curing/drying, and pyrolysis at high temperatures. Actually, the formation of UHTCs via solution‐based protocols is still based on the carbothermal or borothermal reactions of metal oxides with carbon. However, due to the homogeneous distribution of all the reactants at the molecular level, the following high temperature reduction reactions can proceed at much lower temperature and fine UHTC powders with particle sizes down to few hundred nanometers can be synthesized. Not only granular UHTC particles but also some other UHTC materials with different morphology can be synthesized through these solution‐based routes.
A sol‐gel technique is one of the solution‐based processes, which enables processing of ceramics at low temperature in various desirable shapes, such as monoliths, films, fibers, or nanosized powders, as shown in Figure 2 [11, 12]. Typically, the sol‐gel technique involves the hydrolysis, condensation of the metal organic and/or metal inorganic compounds, gelation, and the posttreatment of the dried gels to obtain final ceramic products. Small molecular compounds are used as the starting materials in sol‐gel routes. The homogeneity of the starting compounds at molecular level facilitates the preparation of these materials at relatively low temperatures via the sol‐gel technique. The sol‐gel route is an old but an efficient way to produce high quality, fine UHTC powders under moderate conditions compared with other solution‐based protocols [8, 10, 13]. Combined with various shaping techniques, UHTC‐based materials in various desirable shapes, such as nanopowders, nanofibers, and porous ceramics can be prepared from similar starting materials and simple reactive processes via the sol‐gel technique [8, 14–16].
In this chapter, we will present recent works covering the synthesis of nanopowders, nanofibers, and porous ceramics of UHTC‐based materials via sol‐gel routes. The discussions mainly focus on the synthesis of ZrC‐ and ZrB2‐based materials, but analogous processes produce other borides and carbides. Meanwhile, numbers of publications discussing the utilization of UHTC sols to prepare fiber‐reinforced ceramic composites via polymer infiltration pyrolysis routes will not be discussed here.
2. Synthesis of the precursors for UHTC
It is very straightforward and simple for the researchers to apply a sol‐gel technique to prepare UHTC nanopowders. It seems simple to obtain the sols of the target materials by mixing the precursors of a transition metal with a carbon source and a boron source in liquid state. On drying and after high temperature ceramization, the UHTC nanopowders can be prepared [8, 10]. However, it is not always easy to get homogeneous precursor sols of UHTC materials without considering the chemical compatibility and stability of the precursors.
Generally, transition metal alkoxides, oxychloride, and chloride are used as the starting metal oxide precursors. Bidentate ligands, such as β‐diketones, acetic acid, and cellulose acetate, are used to modify the high reactivity of the metal alkoxide allowing a slow‐down of the system's reactivity [17, 18]. The chemically modified metal alkoxide undergoes hydrolysis and condensation in a controlled manner to form preceramics, as illustrated in Eq. (6) .
Polyzirconoxane (PZO) can be synthesized by chelation of acetyl acetone to zirconium oxychloride and is widely used as the powdery and soluble zirconia precursor [19, 20]. The synthesis process of PZO is shown in Eq. (7) . It is also possible for the synthesis of powdery preceramic polymers for ZrC through reactions of zirconium oxychloride with acetyl acetone and salicyl alcohol in a one‐pot reaction procedure according to Eq. (8) . The preceramic polymers can be converted into ZrC nanopowders after the high temperature treatment.
While sucrose, phenolic resin, and polyacrylonitrile are used as the carbon source; boron‐containing compounds (e.g., boric acid and triethyl borate) are usually used as the boron source to synthesize metal borides. By mixing the modified metal precursors with carbon and boron sources in controlled molar ratios, the precursor sols for UHTC are prepared.
3. Synthesis of UHTC‐based nanopowders
UHTC nanopowders can be synthesized by directly heating the dried gels in an inert atmosphere. By controlling the composition of the starting sols, unary UHTC nanopowders (e.g., ZrC, HfC, ZrB2, and HfB2) and composite nanopowders (e.g., ZrC‐SiC, ZrB2‐SiC, and ZrB2‐ZrC‐SiC) can be prepared.
3.1. Synthesis of unary UHTC nanopowders
3.1.1. Synthesis of metal carbide nanopowders
Sacks et al. used zirconium and hafnium alkoxides as the metal precursors, acetylacetone as a chemical modifier, and phenolic resin and glycerol as the liquid carbon source. After controlled hydrolysis, condensation and drying of the precursor sol, the dried gel was obtained. The dried gel was heated at temperatures up to 1200–1600°C for carbothermal reduction reaction (Eq. (1)). During heating process, the organic components decompose and leave the fine‐scale mixed metal oxide and amorphous carbon. The carbothermal reduction reaction begins at 1200°C is demonstrated by the appearance of ZrC diffraction peaks in the pyrolyzed products, as shown in Figure 3a. The carbothermal reduction reaction is completed after heat treatment at 1400°C for 2 h. After heated at 1475°C, the average crystallite size of the ZrC nanoparticles is 100 nm. The oxygen content within ZrC nanopowders decreases with the increasing heating temperatures, from 3.3 wt% at 1475°C to 0.1 wt% at 1800°C. The ZrC nanopowders show good sinterability and can reach 98% of relative density after sintering at 1900°C with no pressure, as shown in Figure 3b.
High pyrolyzing temperatures are effective to synthesize metal carbide nanopowders with low impurity content. However, it causes the increase of the average crystallite size of the products. Dollé et al. developed a two‐step heat treatment approach to realize the purification of ZrC nanopowders with no significant increase in the average crystallite size by using metal alkoxide, sucrose, and acetic acid as the staring materials. Only diffraction peaks of ZrC can be observed when the precursor was heated at 1400°C for 3 h in argon. Only a slight shift of the peaks to the low angles with the increase of heating temperatures indicated an increase in the lattice parameter with temperature. The average crystallite sizes increase from 93 to 150 nm with the temperatures increase from 1400 to 1600°C. During the two‐step heat treatment process, the precursor was first heated at 1400°C for 150 min and then at 1800°C for 6 min maintaining the heating rate at 20°C/min. The average crystallite size came out to be 110 nm, a slight increase as compared to the one heated at 1400°C (Figure 4).
Tao et al. developed a preceramic route to synthesize ZrC nanopowders by using zirconium oxychloride, acetylacetone, and salicyl alcohol as the raw materials (Eq. (8)). ZrC nanopowders can be prepared by directly heating the powdery precursor in argon. Only diffraction peaks of ZrC can be detected when the precursor was pyrolyzed at 1300°C for 2 h (Figure 5a). Such low temperature indicated a fine contact between the metal precursor and the carbon precursor. Disadvantage of the technique is the presence of the residual carbon in the final ZrC products, as can be observed in Figure 5b. ZrC nanoparticles seem embedded in the matrix of amorphous carbon. This might be ascribed to the reason that it is not easy to control the degree of the polymerization during the synthesis process.
3.1.2. Synthesis of metal diboride nanopowders
Boric acid is the commonly used boron source for the synthesis of metal diboride nanopowders via sol‐gel routes. Li et al. [22, 23] prepared ZrB2 nanopowders by using zirconium n‐propoxide as the zirconia source, sucrose as the carbon source, and boric acid as the boron source. By mixing the acetylacetone‐modified zirconium n‐propoxide with methanol solution of boric acid and sucrose, the precursor sol was obtained. ZrB2 nanopowder was obtained by heating the dried gels at high temperatures in an inert atmosphere (Eq. (2)). The B/Zr molar ratio plays a significant role in the formation of pure ZrB2 during the carbothermal reduction reaction. Boron loss due to the high vapor pressure of boron oxide at high temperature must be compensated during the high temperature carbothermal reduction. Pure ZrB2 nanopowders with particle sizes down to 100 nm can be prepared by tailoring the composition of the starting precursor sols (a B/Zr molar ratio of 2.3) and heat treatment temperature (1550°C) (Figure 6). Rod‐like structure can also be synthesized by controlling the gelation temperature of the precursor sols.
Walker and Corral applied the metal oxychloride hydrates, triethyl borate, and phenolic resin as the starting materials to synthesize HfB2 and ZrB2, as shown in Figure 7. The starting materials were mixed by high‐energy ultrasonication to form precipitate‐free sols which turn into stable gels without any addition of catalysts. They pointed out that the conversion process to ZrB2 involved the formation of ZrC subsequently reacting with boron oxide to form ZrB2. Both HfB2 and ZrB2 prepared by optimizing the chemistry, processing, and heat treatment conditions can result in the desired final ceramic products.
3.2. Synthesis of UHTC composite nanopowders
It is not easy to sinter phase‐pure UHTC materials due to their strong covalent bonds. Sintering aids (e.g., silicon carbide‐SiC) are commonly introduced to the UHTC matrix to improve their sinterability and properties of the corresponding ceramic materials . It is one of the advantages of sol‐gel techniques to obtain homogenous distribution of all reactants at molecular level. Precursors of UHTC‐SiC composite powders can be synthesized by introducing independent precursors of UHTCs and SiC into a solvent (ethanol, toluene, and tetrahydrofuran, etc.) with the liquid precursor itself acting as a mutual solvent. The precursors are dried and cured at relatively low temperatures and then heated at high temperatures to complete the carbothermal reduction reaction to form HTC‐SiC composite powders, such as ZrC‐SiC, ZrB2‐SiC, and HfB2‐SiC, etc. [25–30].
Cai et al. used methylphenyldichlorosilane (MePhSiCl2) as a SiC precursor to react with zirconcene dichloride (Cp2ZrCl2) to form organometallic polymers. ZrC‐SiC composite powders with controlled Zr/Si molar ratios can be synthesized by pyrolyzing the polymers at 1400°C for 2 h. The particles seen in the SEM image are composed of three parts: large grains, the smaller grains, and the black matrix (Figure 8b). It is not easy to precisely control the residue carbon in this reaction system.
Wang et al. prepared ZrC‐SiC hybrid precursors by dissolving acetylacetone‐modified zirconium alkoxide (PZC) into liquid polycarbosilane (LPCS). In their reaction system, LPCS simultaneously played the role of a solvent, carbon source, and silicon source. ZrC‐SiC composite powders with spherical morphology and grain sizes less than 60 nm can be synthesized by heating the hybrid precursors at 1550°C in argon (Figure 9). The constituent of the final ZrC‐SiC composite powders can be controlled by tailoring the mass ratios of LPCS/PZC. The synthesized ZrC‐SiC nanopowders exhibit improved oxidation resistance compare to ZrC nanopowders.
Liang et al. used zirconia sol, tetraethylorthosilicate (TEOS) and sucrose as the independent zirconium‐, silicon‐ and carbon‐containing source. Hybrid sol can be prepared by introducing TEOS and sucrose into zirconia sol. ZrC‐SiC composite powders with controlled constituent are obtained by pyrolyzing the hybrid gels at 1500°C for 1 h in vacuum (Figure 10). It is possible to precisely control both the residue carbon content and SiC content in the final composite powders by using these independent carbon sources and silicon sources as the starting materials. However, no sintering behavior of the as‐synthesized ZrC‐SiC nanopowders is examined.
4. Synthesis of UHTC‐based ceramic fibers
The sol‐gel technique enables the processing of ceramics in various desirable shapes, such as monoliths, films, fibers, etc. . The viscosity of the liquid precursors of UHTCs can be tuned by condensation polymerization of the sols themselves or by adding viscous polymers into the mixed solution. These viscous precursors can be drawn into fibrous shapes, dried, cured, and heated at high temperatures for the carbothermal reduction reaction to form UHTC ceramic fibers. Combined with different spinning techniques, such as dry spinning and electrospinning, UHTC fibers can be successfully synthesized [16, 17, 34–39].
4.1. UHTC fibers prepared by a hand‐drawing method
Hand‐drawing is a simple but effective method to estimate the spinnability of the spinning solution. Fibers are hand‐drawn by extracting a glass rod from the viscous solutions. Spinnability can be estimated by the length of the drawn fibers. Preiss et al. prepared polymeric precursors for carbothermal reactions from the chelate derivatives of zirconium alkoxides in alcohols by reaction with organic compounds having two or more reactive OH groups. These organic groups act as bridging ligands in transesterification and condensation polymerization yielding either spinnable viscous solutions or elastic gels. The spinnability of these polymeric precursors was estimated by hand‐drawing fibers from the solutions. ZrC‐based fibers with a diameter about 20 μm can be obtained by heating the hand‐drawn precursor fibers in an argon atmosphere at 1550°C (Figure 11a and b).
Hasegawa et al. prepared ZrC‐SiC fibers by using zirconium tetrakis(2,4‐pentanedionate) (ZTP), TEOS, and phenolic resin as raw materials via a hand‐drawing method. The composition of the final ZrC‐SiC fibers can be controlled by tailoring the Si/Zr molar ratios of the starting sols. The preceramic fibers were converted into ZrC or ZrC‐SiC ceramic fibers after pyrolysis at 1500°C for 4 h under argon flow (Figure 11c). The diameter of the as‐prepared ZrC fibers is about 40 μm (Figure 11d).
4.2. UHTC fibers prepared by a dry spinning method
A continuous dry spinning process was applied to prepare ZrC‐based fibers by Hu et al. . In their works, ZTP and phenolic resin were used as the starting precursors to form a highly viscous mixed sol. Phenolic resin played the role of a carbon source and the spinning aid. ZrC‐based fibers with fine‐diameter (∼20 μm) and relatively smooth surfaces were obtained by dry spinning the mixed sols and heating at 1450°C. The SEM images of the as‐synthesized ZrC fiber show that the fiber has a porous, extremely fine‐grained microstructure (Figure 12).
However, very few studies were reported on the synthesis of UHTC fibers by the dry spinning process due to the brittleness of the ceramic fibers caused by the massive weight loss during carbothermal reduction. The state‐of‐the‐art technique is not mature enough to apply this kind of scalable synthesis process of UHTC‐based fibers.
4.3. UHTC fibers prepared by an electrospinning method
Electrospinning is a simple and versatile method for generating nanofibers of polymers and ceramics [40, 41]. The typical procedure for the preparation of ceramic nanofibers by electrospinning includes the preparation of precursor solution, the electrospinning of the precursor solution to get inorganic/polymer composite nanofibers, and the postheat treatment to get ceramic nanofibers based on the carbothermal reduction reaction. Generally, high molecular polymers such as polyvinylpyrrolidone (PVP), polyvinyl alcohol (PVA), polyacrylonitrile (PAN), and cellulose acetate are used as the spinning aids to facilitate the spinning process. The parameters including applied voltage, flow rate, and working distance influence the microstructure of the final ceramic nanofibers.
Using ZTP as the zirconia source, cellulose acetate as the carbon source and spinning aids, ZrC‐based nanofibers were prepared. ZrC was initially formed at 1400°C and became the major phase at 1600°C. The fibrous structures of the electrospun green nanofibers could be well retained after high temperature ceramization.
Li et al. used PZO as the zirconia source, PAN as the carbon source and spinning aid to synthesize ZrC nanofibers via electrospinning. In their reaction system, a carbon source played significant role in controlling the microstructure of the pyrolyzed ZrC nanofibers. With sucrose used as the extra carbon source in PZO/PAN spinning solution, fine ZrC nanofibers composed of ZrC nanoparticles were obtained after pyrolysis at 1400°C for 2 h (Figure 13b). The as‐synthesized ZrC nanofibers were porous. After sintering, bamboo‐like structures are formed due to Ostwald ripening.
ZrB2 nanofibers can also be prepared by introducing a boron source into the ZrC spinning solutions [16, 37]. Formation of ZrB2 was initiated at 1200°C with complete transformation to pure ZrB2 at 1500°C (Figure 14). The as‐synthesized ZrB2 nanofibers were porous and composed of ZrB2 nanoparticles.
5. UHTC‐based porous ceramics via sol‐gel routes
Materials containing tailored porosity exhibit special properties and features that usually cannot be achieved by their conventional dense counterparts [42, 43]. Nowadays, therefore, porous materials find many applications as end products in several technological processes. Due to the intrinsic properties of porous ceramics, such as lightweight, low thermal conductivity, high specific strength, and excellent thermal insulation, UHTC‐based porous ceramics could be applied as the promising candidate materials in thermal protection systems of hypersonic vehicles.
The processing routes used for the production of porous ceramics can be classified into replica, sacrificial template, and direct‐foaming methods, as schematically shown in Figure 15 . It is important to get a well‐dispersed ceramic slurry or liquid precursor for the fabrication of porous ceramics with tailored microstructure and chemical composition. Sol‐gel techniques have been widely used as ceramic precursors to prepare porous ceramics, such as zirconia, alumina, and silicon carbide–based porous ceramics.
5.1. Porous ZrC ceramics prepared from replica routes
Though sol‐gel routes have been established to synthesize UHTC nanopowders and nanofibers, focus on the preparation of UHTC‐based porous ceramics is rare. The replica process was applied to prepare porous ZrC/C ceramic by Rambo et al. where pine wood was used as the biological template for manufacturing of highly porous, biomorphic ZrC/C ceramics with zirconium n‐propoxide as the zirconia source. Pine wood was first pyrolyzed at 800°C for 1 h under N2 to obtain a biocarbon template. The biocarbon template was then infiltrated with zirconia sol and dried at 110°C for 1 h to obtain the ZrC/C preceramic. ZrC/C‐ceramic was prepared by heating the infiltrated biocarbon template at 1600°C for 1 h under argon flow. The original pine char microstructure was reproduced in the ZrC/C‐ceramic. Island‐like ZrC particles were observed on the cell walls and in the channels, as shown in Figure 16. The porosity of the ZrC/C‐ceramic was ∼78%.
5.2. ZrC foams prepared from direct‐foaming routes
In direct‐foaming methods, porous materials are produced by incorporating air into a suspension or liquid media, which is subsequently set in order to keep the structure of air bubbles created . The consolidated foams are afterwards heated at high temperatures to obtain porous ceramics. Li et al. prepared ZrC foams by employing a commercial direct‐foaming technique for phenolic resins. Zirconia sol was used as the zirconia precursor, while commercial foamable phenolic resin was used as the carbon source and foaming aid. By thermal‐setting the wet foam and pyrolyzing the foamed green body at 1600°C, highly porous ZrC foam was prepared. The density and porosity of as‐prepared ZrC foam were 0.16–0.19 g/cm3 and 83–90%, respectively. The as‐prepared ZrC foam showed closed cell structures with average cell sizes about 40 μm, as shown in Figure 17. The as‐synthesized ZrC foam displayed excellent thermal stability up to 2400°C. However, it is not possible to precisely control the residue carbon in the ZrC foam in their reaction system. Foamability of the mixtures originated due to phenolic resin decreased as the Zr content increased. About 47 wt% amorphous carbon was observed in the final ZrC foam.
Li et al. developed another method for the preparation of stoichiometric ZrC foams by direct foaming of zirconia sols. Sucrose used as a carbon source was dissolved into zirconia sol to get a foamable sol. The stabilization of the wet foam was based on the gelation of the zirconia sol under thermal aging. The microstructure of the ZrC foams can be tailored by controlling the foaming parameters, such as the viscosities of the sols, the concentration of the blowing and curing agents. The ZrC foams prepared with open‐ or closed‐cell structures are shown in Figure 18. The densities of the stoichiometric ZrC foams were in the range of 0.12–0.53 g/cm3.
Figure 19 shows compressive stress‐strain curves for ZrC foams prepared from direct foaming of zirconia sols . In compression, all show a linear‐elastic regime followed by a plateau of roughly constant stress, leading into a final regime of steeply rising stress. Upon compression, the foam undergoes a progressive collapse of the cells, with the lower part of the foam remains completely undamaged. In the plateau region, the stress is assumed to be independent of the strain as part of the structure collapses, while other parts of the structure remain elastic. Beyond the plateau, densification takes place and the stress rises sharply as complete densification begins.
A sol‐gel technique has been applied to prepare UHTC‐based materials using metal alkoxide and oxychloride as a metal precursor. First, sols of metal oxide are prepared by hydrolysis of a metal precursor with the modification of bidentate ligands (e.g., β‐diketones, acetic acid, and cellulose acetate) to slow down the system's reactivity. Then soluble carbon‐ and boron‐containing compounds, such as sucrose, phenolic resin, PAN, boric acid, and triethyl borate, are introduced to metal oxide sols. The hybrid sols are dried, cured, and heated at high temperatures to complete the conversion of metal oxides to nonoxides. UHTC nanopowders can be synthesized at 1300–1600°C under a protective atmosphere. The average size of the crystallites is controlled in the range of 60–200 nm by controlling the synthesis parameters. UHTC nanofibers can be synthesized by combining a sol‐gel technique with spinning techniques, such as dry spinning and electrospinning. The as‐synthesized UHTC nanofibers are porous and composed of nanoparticles. Porous UHTC materials with controllable cell structures can be prepared by the replica technique and direct‐foaming methods. The as‐prepared porous UHTC materials possess high porosities and can withstand 2400°C high temperature aging.
Although sol‐gel routes provide great possibilities to produce UHTC‐based materials with desired shapes, the high temperature thermal reduction process is still an indispensable procedure during which large mass loss occurs. It is still highly welcomed to synthesize UHTC precursors with high ceramic yield by directly converting into UHTC materials without the reduction process.
The authors express their gratitude for the financial support from the National Natural Science Foundation of China (no. 51602324). | <urn:uuid:5835f90a-a6dc-48f7-8c02-78c2fd686cfd> | {
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"Middle School, High School & Junior College Mathematics Tutor"
...Elementary Math explores large numbers (such as 345, 8006, and 11,947), and the adding, subtracting, multiplication, and dividing of whole numbers, fractions, decimals, and integers. It delves into the properties of and the relationships between geometric figures (such as square, trapezoids, triangles, etc). Elementary Math also goes into determining...
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SEATTLE, Washington, April 29, 2013 (ENS) – If Bristol Bay, Alaska is opened to mining, the ore deposit would be mined for decades, and the wastes would require management “for centuries or even in perpetuity,” finds a revised environmental assessment issued Friday by the U.S. Environmental Protection Agency.
The Bristol Bay watershed in southwestern Alaska supports the largest sockeye salmon fishery in the world, is home to 25 federally recognized tribal governments, and also contains one of the largest concentrations of copper, gold and molybdenum in the world.
The revised assessment, released for peer review follow-up and public comment, finds that hundreds of streams, creeks and rivers where salmon now run could be jeopardized if mining chemicals spill, if a pipeline carrying ore concentrate or diesel fuel is breached, if dams containing mine tailings break open, or even if culverts are blocked by debris.
The Pebble Mine in Bristol Bay is proposed by the Pebble Partnership, based in Anchorage, Alaska, a joint venture between the British company, Anglo American, and the Canadian company, Northern Dynasty Minerals.
The revised assessment is intended to provide a baseline for understanding the impacts of mine development not just at the Pebble deposit, but throughout the Nushagak and Kvichak River watersheds.
“This is not an in-depth assessment of a specific mine, but rather an examination of impacts of reasonably foreseeable mining activities in the Bristol Bay region,” says the EPA.
The Bristol Bay watershed is inhabited by 29 fish species, more than 40 terrestrial mammals, and more than 190 species of birds.
The watershed supports production of all five species of Pacific salmon found in North America: sockeye, coho, Chinook, chum, and pink. Because no hatchery fish are raised or released in the watershed, Bristol Bay’s salmon populations are entirely wild. These fishes are anadromous, meaning that they hatch and rear in freshwater systems, migrate to sea to grow to adult size, and return to freshwater systems to spawn and die.
The watershed supports some 46 percent of the average global abundance of wild sockeye salmon.
“Between 1990 and 2009, the annual average inshore run of sockeye salmon in Bristol Bay was approximately 37.5 million fish. Annual commercial harvest of sockeye over this same period averaged 25.7 million fish. Approximately half of the Bristol Bay sockeye salmon production is from the Nushagak and Kvichak River watersheds, the main area of focus for this assessment,” the EPA states.
The EPA assessment attributes the “exceptional quality of the Bristol Bay watershed’s fish populations” to the watershed’s “high-quality, diverse aquatic habitats, which are untouched by human-engineered structures and flow management controls.”
“Surface and subsurface waters are highly connected, enabling hydrologic and biochemical connectivity between wetlands, ponds, streams, and rivers, thus increasing the diversity and stability of habitats able to support fish,” the agency states.
“The predominant Alaska Native cultures present in the Nushagak and Kvichak River watersheds – the Yup’ik and Dena’ina – are two of the last intact, sustainable, salmon-based cultures in the world. In contrast,” the EPA assessment says, “other Pacific Northwest salmon-based cultures are severely threatened by development, degraded natural resources, and declining salmon resources.”
Some Alaska Native villages in the watershed have decided that large-scale hard rock mining is not for them, while a few others are seriously considering this opportunity.
The three mine scenarios evaluated in the assessment are based on the amount of ore processed: Pebble 0.25 (approximately 0.25 billion tons of ore and duration of 20 years), Pebble 2.0 (approximately 2.0 billion tons of ore and duration of 25 years), and Pebble 6.5 (approximately 6.5 billion tons of ore and duration of 78 years).
The mine scenarios include an 86-mile transportation corridor of which 70 miles would be within the assessment watersheds. This corridor would include a gravel-surfaced road and four pipelines – one each for product concentrate, return water, diesel fuel, and natural gas.
The assessment considers what would happen in the event of failures of a tailings dam, pipelines, a wastewater treatment plant, and culverts.
Just building and operating the largest of the three scenarios assessed would result in the loss of 90 miles of streams in the footprint of the mine pit, tailings storage facilities and waste rock piles, due to elimination, blockage, or dewatering of streams, in addition to loss of 4,800 acres of wetland habitat.
What is not assessed is as important as what is covered in the report.
Although scenarios for large-scale mining in the Bristol Bay watershed assume development of a deep-water port on Cook Inlet to ship product concentrate elsewhere for smelting and refining, impacts of port development and operation are not assessed.
The assessment does not evaluate impacts of the one or more large power plants that would be required to power the mine and the port.
It does not assess the effects of induced development that could result from large-scale mining in the region although the report recognizes that mine development would mean construction of support services for mine employees and their families, recreational facilities, vacation homes, and transportation infrastructure beyond the main corridor, including airports, docks, and roads.
Northern Dynasty Minerals Ltd., a publicly traded company, dismissed the EPA’s revised assessment saying, “…the new report fails to correct the central flaw that critics roundly agree invalidates the original and revised study.”
“You simply cannot assess the effects of a mining project that has not been proposed, and for which key engineering solutions, environmental safeguards and site-specific mitigation factors have not been provided,” said Ron Thiessen, president and CEO of Northern Dynasty, a 50 percent owner of the Pebble Limited Partnership with Anglo American.
“The Bristol Bay Watershed Assessment process is fatally flawed,” said Thiessen, “and should have no bearing on the future development of one of America’s most important strategic mineral resources.”
The Pebble Mine is proposed on lands upstream of and adjacent to Lake Clark National Park and Preserve. Melissa Blair, Alaska program manager with the nonprofit National Parks Conservation Association, said her organization “is concerned by the likelihood of direct or indirect impacts to water quality, habitat, and subsistence resources related to Lake Clark National Park and Preserve.”
Blair fears that if the Pebble Mine development is permitted it would open the area to even more mines.
“In addition to the Pebble prospect, the revised assessment identifies 15 other mineral prospects in Bristol Bay,” said Blair. “If developed, these sites could eliminate an additional 21 miles of streams and could block 144 miles of streams by an expanded network of mines, mills, roads, tailings storage facilities, and other infrastructure.”
Public comment on the revised assessment is welcome through May 31. After this peer review follow-up and public comment period are complete, EPA will review feedback and finalize the assessment later this year.
To review the revised assessment, for instructions how to submit comments, and to learn more about the Bristol Bay Assessment, visit: http://www.epa.gov/bristolbay | <urn:uuid:b3bb9c60-c0e1-49c1-859a-b425ab70b925> | {
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Nowadays, controlling electronic devices without the use of hands is essential to provide a communication interface for disable persons to have control over their environment and to enable multi-tasking operation for normal person. Various methods of controlling electronic devices without the use of hands have been investigated by researchers, for examples sip-and-puff, electro-oculogram (EOG signals), light emitter and others [Ding et al., 2005, Kumar et al., 2002; Breau et al., 2004]. In our previous study, EOG signal was found to be suitable for activating a television using a specific protocol [Harun et al., 2009], however, it could not be used when a person is not facing the system. Thus, a method that is more flexible has to be investigated.
The use of neural signals to directly control a machine via a brain computer interface (BCI) has been studied since 1960s. Using an appropriate electrode placement and digital signal processing technique, useful information can be extracted from neural signals [Holzner et al, 2009; Jian et al., 2010; Gupta et al., 1996.] One of the events that can be detected from this signal is eye blink. It can be used as a mechanism to activate and control a machine which can help disable people to do their everyday routines.
Most BCI systems employs a computer to process neural signals and perform control. Since portable system offers benefits such as flexibility, mobility and convenience to use, it is more preferred than a fixed system. An embedded system can be designed to provide portability feature. To include this feature, a microcontroller is required to control its operation and provide a communication link between human and machine.
This chapter discusses how neural signal and embedded system can be combined together to activate a fan connected to a motor. It covers the introduction to neural signal, neural signal processing, embedded system and EEG based fan system hardware and software.
2. Neural signal
Neural signal or commonly known as electroencephalogram (EEG) is the representation of electrical activity of the brain. The overall excitation of the brain determines the amplitude and patterns of the signal. The excitation depends on the activity of the reticular activating system in the brain stem. The pattern changes markedly between states of sleep and wakefulness. The EEG signal is divided into five frequency bands; beta, alpha, theta, delta and gamma. Beta frequency is in the range of 12 Hz – 22 Hz and occurs when the person is awaken and in the state of alertness. Alpha is in the range of 8 – 13 Hz and is present when a person is awaken and relaxed with eyes close. Theta exists in the frequency range of 4 – 8 Hz when a person is sleepy, already sleep and in the sleep transition. The slowest wave is delta which is in the frequency range of 0.5 to 4 Hz and is associated with deep asleep. And finally gamma (22 – 30 Hz) consists of low amplitude & high frequency waves resulting from attention or sensory stimulation. Figure 1 shows the normal EEG signal of a relaxed patient. The signal consists of beta waves which lie in the frequency range of 13 to 22 Hz. Figure 2 shows EEG signal with eye closure and eye opening. The negative amplitude shows the eyelids closure and positive value shows the opening of eyelids.
The recorded EEG signals always contain artifacts which impede the analysis of the signals. The artifacts include muscle signals, heart signals, eye movements, power line interference, eye blinks and others. Artifacts in EEG signals typically are characterized by high amplitudes. Eye blinking artifacts always present in EEG signals since it is difficult to make the subject open his/her eye for a long time. In some cases, eye blinking artifacts may be useful and are required as a parameter for activating a system.
In EEG signals, eye blinks occur as peaks with relatively strong voltages. Eye blinks can be classified as short blinks if the duration of blink is less than 200ms or long blinks if it is greater or equal to 200ms [Bulling et al, 2006]. The amplitude of the peaks varies between different subjects. They are often located by setting a threshold in EEG and classified for all activity exceeding the threshold value.
Eye blinks can be classified into three types: reflexive, spontaneous and voluntary. The eye blink reflexive is the simplest response and does not require the involvement of cortical structures. Spontaneous eye blinks are those with no external stimuli specified and they are associated with the psycho-physiological state of the person. The amplitude of spontaneous eye blink is in the range of -4 to 3 V with duration of less than 400 ms and frequency of below 5 Hz. The EEG signal obtained when the eyes moved to the right and left is shown in Figure 3. This signal contains a lot of artifacts caused by spontaneous eye blinking and eyelid movements as the eyeball moved. The signal obtained from these eye movements are not suitable for activating a system as the occurrence of eye movements is difficult to detect. Figure 4 shows EEG with eye movements upward and downwards. This signal consists of noise which covers the required information to be extracted.
Voluntary eye blinking which is intentional blinking due to predetermined condition, involves multiple areas of the cerebral cortex as well as basal ganglion, brain stem and cerebella structures. Figure 5 shows the EEG signal with voluntary eye blinks. This EEG signal has larger amplitude and longer duration (400 -500 ms) compared to that obtained from spontaneous eye blink. This signal has been filtered which remove the signals above 5 Hz leaving only very clear eye blinking signals. Other artifacts such as 50 Hz power line interference and noise have also been removed using analogue filtering provided by the EEG instrument.
The suitable event for activating a system is three continuous eye blinks (with a duration of 1.5 to 2.5 seconds between eye closure and opening as they are not present when the subject is in relax condition [Abd Rani et al., 2009 ]. The duration between the first cycle of eye opening and closure and the second cycle should be 3 to 4.5 seconds.
3. Neural signal processing
Basically, there are two ways of acquiring the EEG signals from the subjects; invasive and non-invasive techniques. In the invasive technique, electrodes are implanted in the subject’s brain and located on the brain surface whereas the non-invasive technique uses electrodes that are placed on the scalp. In most cases, non-invasive technique is more preferable than the invasive technique since it is harmless and easy to use. The standard electrode placement for the non-invasive technique is called International 10-20 system where 10% and 20% of a measured distance starting from craniometric reference points such as nasion, inion, left and right pre-auricular points are used to locate the EEG electrodes. The placement of electrodes for 10-20 system is shown in Figure 6. In this arrangement, a reference and ground electrodes are placed either on the ear lobe or mastoid.
As mentioned previously, the recorded EEG signals contain artefacts which have to be removed in order to obtain good morphological signals. Once a clean EEG signal is obtained, the second stage is to amplify the signal. EEG signal amplitude obtained from the scalp is very small, range up to 100mV which is difficult to see without amplification. The signal also has low frequency. It is necessary to analyse the signal to examine the characteristics of the signal and to ensure the noise has been removed. The signal can be analysed using Fast Fourier Transform (FFT), time-frequency analysis or time scale analysis. The FFT only gives frequency information of the signal, thus, time-frequency analysis or spectrogram is normally used to view the frequency at each time point.
The next stage is extracting the underlying information in the signal. Depending on the purpose of the study, this stage can be feature extraction or event detection as shown in Figure 7. If the EEG signal is to be used for activating equipment, a simple and an easy way is to detect an event from the signal, for example eye blinks and use the output which in the form of pulses to activate the equipment. Classification process is necessary if specific features are needed to perform the activation. This stage is also called translation process where the pattern classified is translated into suitable signal to activate equipment.
4. Embedded system
A computer system that is embedded in an electronic device to perform specific functions is called embedded system. It forms part of the system and controls one device or many devices. The main controller in this system is either a microcontroller or digital signal processing. A microcontroller is a small computer on a single integrated circuit which is designed to control devices. It consists of CPU, memory, oscillator, watchdog and input output units on the same chip. The microcontroller is available in wide range from 4 to 64 bits.
A PIC microcontroller is commonly used in embedded system due to its simplicity and ease of use. It offers several advantages such as design time saving, space saving and no compatibility problems. However, it has limited memory size and input/output capabilities. Figure 8 shows the block diagram of internal architecture of PIC16F877 microcontroller. The PIC microcontroller is built around Harvard architecture where two memories; one for program and the other one for data are separated. Separate buses are used for program and data memories. This eliminates jumping of program code into data or vice versa. PIC microcontroller uses RAM memory or known as file registers to store data during execution and a working register called W register to perform arithmetic and logic functions. User program is stored in the flash program memory and a status register is used to indicate the status of microcontroller through flag bits such as carry, zero, digit carry flags and others. PIC16F877 microcontroller has three 8 bits parallel input/ouput ports, 8 channels of analog inputs and serial outputs.
5. EEG based fan system incorporating microcontroller
A block diagram of EEG based fan system incorporating microcontroller is shown in Figure 9. It consists of EEG acquisition system, a microcontroller and a motor circuit. Three electrodes are connected to the EEG acquisition system and located on the subject’s scalp at frontal, occipital and ear lobe. The EEG acquisition system is responsible for recording the EEG signals and passing the signals to the microcontroller system. The recorded EEG signal consists of voluntary and spontaneous eye blinks. Thus, to activate the motor, four seconds eye blinks in EEG signal is used. The functions of the microcontroller are to process the EEG signal, detect four-second eye blinks and use the detection results to control the movements of motor that is connected to a fan. Here, PIC16F877 is used as it can read analogue signal directly without the need of external analog to digital converter circuit. Three eye blinks within duration of four seconds are used since it is the best technique to activate a system [Abd Rani et al, 2009].
There are a few ways of connecting a motor to the microcontroller. If a dc motor is used, a circuit shown in Figure 10 can be implemented. This is a simple circuit which requires 5V supply to operate. A relay can be used to activate the motor if it is connected to 240V ac supply. Figure 11 shows the connection of the microcontroller to the devices on the motor circuit that comprises a transistor, a diode, a relay and a motor.
5.1. Controlling software for the EEG based fan system
The PIC microcontroller cannot work without software. A controlling program is required to read EEG signals from a subject, detect three time eye blinks and activate the motor. A program written in C language or PIC assembly language can be used to perform the detection and control operation. The process of detecting three time eye blink and activating the ac motor is shown in Figure 12. Initially, the program examines whether the EEG signal amplitude exceeds the maximum threshold voltage, is below minimum threshold voltage or lies between the threshold voltages. When three eye blinks within duration of four seconds is detected, the program sends logic 1 to the output of the microcontroller to drive the relay to activate the motor.
5.2. Examining system functionality
The functionality of the system can be examined in two stages. In the first stage, the performance of the system in detecting four second eye blink is evaluated. Here, the recorded EEG signals that are stored in excel file are used. A digital acquisition card is used as a communication medium between the computer and microcontroller system. The function of DAQ card is to transfer the recorded EEG signals from the computer to the PIC microcontroller. A program written in Visual Basic is used to send the EEG signal from the computer to the microcontroller. To view the EEG signal received at the output of DAQ, an oscilloscope is placed at one of the DAQ analogue channels. The transmitted EEG signal displayed on the computer screen is compared with the signal observed on the oscilloscope. The eye blinks are detected using software written in C language which is programmed on the microcontroller. In order to view the signal send to the motor, the output of the microcontroller is connected to the oscilloscope.
In the second stage, the functionality of the motor circuit is tested using a simple routine shown in Figure 13. A switch is connected to the input of the microcontroller to initiate the testing. When the switch is turned on, the routine activates the relay that is connected to the motor. Once it is confirmed that the eye blink detection module and motor activation routines are working successfully, these routines can be combined together.
6. Results and discussions
The EEG signal containing eye blinks observed at the output of DAQ is shown in Fig. 14. This signal contains three eye blinks and the length of the signal is 4 seconds. The eyelid closure and opening can be observed clearly through the signal negative and positive amplitudes.
Figure 15 shows the EEG signal with voluntary eye blinks and the pulse obtained when four second eye blinks is detected. This pulse is observed at the Port B of the PIC16F877A microcontroller. The motor starts moving once the transistor connected to port B is switched on.
Figure 16 shows the EEG signal when the subject is in relax condition. This EEG signal contains spontaneous eye blinks which are not detected by the PIC microcontroller. The amplitude of spontaneous eye blinks is below the threshold value which causes the PIC ignores them and no pulse is generated at the output.
A system that can activate a fan using EEG signal detected by a microcontroller has been described in this paper. The results showed that eye blinks can be detected successfully using PIC16F877A. With a program running on PIC16F877 microcontroller, a simple motor can be activated using neural signal. This application is suitable for people who cannot move their hands or the whole body to control a fan. Using this system, users can control a fan easily without any conventional remote controller. This system is useful for elderly people and disable persons as well as able-bodied people.
For future work, wireless electrodes should be employed in this system. The purpose is to make the users to feel comfortable with no wires hanging on their head. With wireless connection, the microcontroller module can be located at a distance from the user which provides more freedom for normal person to move around. However, this system requires intelligent software to eliminate interference and prevent false detection.
The authors would like to thank Universiti Teknologi MARA, Shah Alam, Malaysia for providing facilities to carry out this research project. | <urn:uuid:73e5d7c8-061c-4550-bddc-9336db72edfc> | {
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Here are some tips: First, read the experimental procedure carefully. In the Methods section you can note that you recorded the results, or how you documented the results for example, in a tablebut you should refrain from writing what the results were. Frequently writers are surprised by the challenges to convey what they did during the experiment, as after all, they are only reporting an event.
This is exactly why we want you to do it. Write a Good Abstract The next step is writing an abstract of the lab report paper.
Frequently, beginning science students fail to do so and thus struggle to recall exactly which variables were involved or how the researches deemed them to be related. There is a relatively standard structure you can employ as a guide, and following the stylistic conventions can aid in clarifying your points.
To help curtail the use of personal references in lab reports, scientific conventions also stated that researchers should use passive voice.
If you add one thing to another and it evolves a gas, gets hot or cold, changes color or odor, precipitates a solid, reacts really quickly or slowly, or anything noticeable, you should write down that observation in your lab notebook.
This is a list of the references that were cited in the lab report, including the lab manual, any handouts accompanying the lab, the textbook, and sources from the scientific literature.
This is your chance to organize it into a more readable form now that you are done with the experiment and impress the TA with your organizational skills.
Be ready to prepare a short paragraph about your actions and activities making research and include the most important points which will illustrate general content of the report. Of course, you can use the structure we have provided above and write a lab report yourself.
You have already performed the experiment — why do the boring part. Envision this section as relating a story about a group of individuals and the experiment they performed.
In addition, I think it's actually very good practice for getting across your thoughts about the science you are doing in a manner that the reader can understand.
What do your results mean. Like the introduction, it should be short and to the point. This rhetorical decision consequently brings two scientific values into conflict: In this part, you are simply articulating how you proceeded to test your hypothesis.
Sometimes researchers employ subsections to report their procedure when the following circumstances apply: One more point is to be sure to include the units when you are doing a calculation, and don't drop the units halfway through the calculation.
Then follows a very important section: Record the data carefully to ensure that it is correct. This is where we step in. There are three basic parts to a lab report: pre-lab, in-lab, and post-lab.
In this document, I've written some helpful tips that might help you through your lab-report woes. In this document, I've written some helpful tips that might help you through your lab-report woes.
The best way to prepare to write the lab report is to make sure that you fully understand everything you need to about the experiment. Obviously, if you don’t quite know what went on during the lab, you’re going to find it difficult to explain the lab satisfactorily to someone else.
How To Write A Lab Report. How To Write A Lab Report. Scientific Reports and this knowledge of the larger picture will enable you to write a successful lab report.
Table are great for some purposes and in some instances, but not all, so if and how you will utilize tables is.
Lab report writing is quite a common task at all levels of education: from high school, to college and university. The only difference is the quality of content and the quantity of special requirements concerning the report. Good Lab Report for Introductory Biology Courses Brigid OÕDonnell [email protected] in the body of the lab report: The sky is red at sunset due to the refraction of light off particles of pollution (Smith and Jones, ).
gold and great for many other writing applications. (Check the library!). A lab report is more than just something you turn in to (hopefully) get a good grade. It's your opportunity to show that you understand what is going on in the experiment, which .How to write a great lab report | <urn:uuid:9b2216dc-4667-47ed-b390-5c97bed7852f> | {
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The cyclothymic disorder , also known as cyclothymia, is a relatively mild form of bipolar II disorder characterized by mood swings that may seem almost within the normal range of emotions , these mood swings ranging from mild depression or dysthymia mania low intensity or hypomania.
It may go undiagnosed, and people with the disorder may not know they have a treatable disease. People can experience episodes of low-level depression, known as dysthymia; periods of intense energy, creativity and / or irritability, known as hypomania or can alternate between the two moods.
Like other bipolar disorders, cyclothymia is a chronic illness characterized by mood swings that can occur as frequently as every day and last for several days, weeks, months, or up to two years. People with this disorder are never symptom-free for more than two months at a time.
People with cyclothymic disorder differ in the relative proportion of depressive versus hypomanic episodes they experience. Some individuals have more frequent depressive episodes, while others are more likely to feel hypomanic. Most people seeking help for the disorder alternate between feelings of mild depression and intense irritability, those who feel energized and creative when hypomanic, and who find their low emotional periods tolerable, may never seek treatment.
History of cyclothymic disorder
In 1882, Karl Ludwig Kahlbaum identified a disorder characterized by recurring mood cycles, the disorder contained both melancholic and manic episodes that occurred in a milder form than in bipolar disorder . This condition was coined as “cyclothymia” by Kahlbaum and his student Ewald Hecker, developed his theory of cyclothymia through his work with people presenting with symptoms at the Kahlbaum Sanitarium in Goerlitz, Silesia (Germany).
He was recognized as a prominent hypnotherapist and psychotherapist of his time, he was a progressive in the field of mental health, believing that mental illness should not have a stigma and that people who face mental health problems should be treated humanely. Kalhbaum was the first to recognize that people with cyclothymia often do not seek help for the disorder due to their mild symptoms.
The disorder has been conceptualized in various ways, including as a subtype of bipolar disorder, a temperament, a personality trait, and a personality disorder, there is also the argument that cyclothymia should be considered a neurodevelopmental disorder. In the past, cyclothymia has been conceptualized to include features other than the flow between depression and hypomania, such as mood reactivity, impulsivity, and anxiety .
Symptoms of cyclothymic disorder
For at least two years (one year for children and adolescents), the individual exhibits periods of hypomanic symptoms and periods of depressive symptoms that do not meet the criteria for a hypomanic or major depressive episode.
Hypomanic symptoms are similar to manic symptoms but are shorter in duration and not as severe, these include:
- Increased energy, restlessness, and activity.
- Excessively “high” euphoric mood.
- Strange thoughts.
- Distraction, inability to concentrate.
- More communicative than usual.
- Unrealistic beliefs in abilities.
- Lack of criteria.
- A lasting period of behavior that is different than usual.
- Increased sexual desire.
- Drug abuse, particularly cocaine, sleeping pills, and alcohol.
- Provocative, intrusive, or aggressive behavior.
- Denial that something is wrong.
A hypomanic episode is diagnosed if elevated mood occurs along with three or other symptoms most of the day, almost every day, for four days or more. If the mood is irritable, four additional symptoms should be present. A manic episode is diagnosed if symptoms continue for a week or more.
Depressive symptoms include:
- Persistent sadness
- Fatigue or apathy
- Excessive drowsiness or inability to sleep.
- Loss of appetite and weight loss or overeating and gaining weight.
- Loss of self-esteem.
- Feelings of worthlessness, hopelessness and / or guilt.
- Difficulty concentrating, remembering, or making decisions.
- Retreat from activities once enjoyed.
- Persistent thoughts of death.
An individual can be diagnosed with cyclothymic disorder if:
- During the two-year period (one year for younger patients), symptoms are not absent for more than two consecutive months.
- The patient has never had a major depressive episode or manic or mixed mania episodes.
- The disorder does not exist only in the context of a psychotic disorder.
- The symptoms are not directly the result of a medical condition or substance use.
- Symptoms result in significant distress or impaired functioning in social, work, or personal areas.
It is not uncommon for people with cyclothymic disorder to also have diagnoses of substance-related disorders and sleep disorders . Children are also more likely to have attention deficit / hyperactivity disorder than other pediatric patients.
Causes of cyclothymic disorder
Controversy exists as to whether it is really a mood disorder in biological or psychological terms, or whether it belongs to the class of disorders known as personality disorders . Despite this controversy, most of the biological and genetic research evidence supports the placement of cyclothymia within the category of mood disorders.
Genetic data provide strong support that it is indeed a mood disorder, around 30% of all cyclothymia patients have a family history of bipolar I disorder, which involves full-blown manic episodes alternating with periods of relative emotional stability .
Complete depressive episodes are often, but not always, part of the picture in bipolar I disorder . Reviews of family histories of patients with bipolar I disorder show a trend toward illnesses that alternate from generation to generation: bipolar I in a generation, followed by cyclothymia in the next, followed again by bipolar I in the third generation.
The overall prevalence of cyclothymia in families with bipolar diagnoses is much higher than in families with other mental disorders or in the general population, it has been reported that about a third of patients with cyclothymic disorder subsequently develop a major mood disorder .
Most psychodynamic theorists believe that the psychosocial origins of cyclothymia lie in early trauma and unmet needs dating back to the early stages of childhood development. Hypomania has been described as a deficiency of self-criticism and an absence of inhibitions, it is believed that the patient uses denial to avoid external problems and internal feelings of depression and that hypomania is frequently triggered by a deep interpersonal loss.
The false sense of euphoria (giddy or intense happiness) that arises in such cases serves as a protection against painful feelings of sadness, and possibly even anger against the lost loved one.
What are the treatments for cyclothymic disorder?
Cyclothymia is a chronic disease that will require lifelong treatment, if you stop taking medications, even during periods of remission, your symptoms will return. Because cyclothymia can turn into bipolar disorder, it is crucial that you receive proper treatments, alcohol and drug use can also increase your symptoms.
The main types of medications used to treat cyclothymia include:
- Mood stabilizers such as lithium.
- Anti-seizure medications, include divalproex sodium (Depakote), lamotrigine (Lamictal), and valproic acid (Depakene)
- Atypical antipsychotic medications such as olanzapine (Zyprexa), quetiapine (Seroquel), and risperidone (Risperdal) can help patients who do not respond to antiseizure medications.
- Anti-anxiety medications such as benzodiazepine.
Antidepressants should only be used in conjunction with a mood stabilizer as they can cause potentially harmful manic episodes when taken on their own.
The behavioral therapy cognitive focuses on identifying negative beliefs and behaviors or unhealthy and replace them with positive or healthy, can also help you manage stress and develop coping techniques.
Wellness therapy focuses on improving overall quality of life rather than correcting specific psychological symptoms. A recent clinical study found that a combination of cognitive behavioral therapy and wellness therapy brings significant improvements in the lives of cyclothymia patients.
Other types of therapy that can benefit patients include talk, family, or group therapy.
Cyclothymic disorder vs. Bipolar Disorder: What’s the Difference?
Only a doctor can accurately make the clinical distinction between cyclothymia and bipolar disorder, but in general, the symptoms of major bipolar depression are debilitating and can include the inability to get out of bed, feeling overwhelmed or unable to make even simple decisions, and having obsessive thoughts, especially about loss, personal failure, or guilt. These symptoms, which can be long-lasting, affect your ability to function and can dramatically reduce your quality of life.
The same types of symptoms can be present in cyclothymic depression, but they are less severe in degree (although they can have a significant impact on quality of life and social functioning). Cyclothymic symptoms can last no more than two weeks and can cause fewer disruptions to your daily routine.
The true mania of bipolar disorder, essentially the opposite of major depression , can also be debilitating and can be accompanied by feelings of euphoria and indestructibility, a feeling of being on top of the world, which can include reckless behaviors, such as driving too fast. or abusing drugs or alcohol.
A manic person can go a day or two without sleep, they can talk quickly, going from one topic to another without making much sense. The symptoms of hypomania seen with cyclothymia are less dramatic and do not last as long, they can be so mild that they appear normal: mild insomnia , for example, or shyness and increased energy.
While some people living with cyclothymia are happy not to be treated, it may be important for others to recognize and monitor the condition – there is an estimated 15 to 50 percent risk that people with cyclothymic disorder may develop bipolar disorder full. This escalation is especially common if bipolar disorders run in the family.
Although preventive treatment has yet to be identified, there is some hope among researchers that early treatment of cyclothymia may prevent the development of full-blown bipolar disorder.
How to live with cyclothymic disorder?
Less than half of the people living with cyclothymia develop bipolar disorder, in most cases, it is a chronic disorder that continues to be prevalent throughout life and in others, it seems to dissipate and resolve over time.
The effects of cyclothymia can be detrimental to social, family, work and romantic relationships. Additionally, the impulsivity associated with hypomanic symptoms can lead to poor life choices, legal problems, and financial difficulties. Research has also shown that if you have a cyclothymic disorder, you are more likely to abuse drugs and alcohol.
To lessen the negative effects of cyclothymia in your daily life, take your medications as directed, do not use alcohol or take recreational drugs, track your mood to provide helpful information to your mental health provider on the effectiveness of the treatment, getting enough sleep, and exercising regularly.
Hello, how are you? My name is Georgia Tarrant, and I am a clinical psychologist. In everyday life, professional obligations seem to predominate over our personal life. It's as if work takes up more and more of the time we'd love to devote to our love life, our family, or even a moment of leisure. | <urn:uuid:d977183b-ae18-4405-b61b-64eddda53dd1> | {
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View stunning SlideShares in full-screen with the new iOS app!Introducing SlideShare for AndroidExplore all your favorite topics in the SlideShare appGet the SlideShare app to Save for Later — even offline
View stunning SlideShares in full-screen with the new Android app!View stunning SlideShares in full-screen with the new iOS app!
Power is transmitted through
Power is transmitted through pipes by flowing
water or other liquids flowing through them.
The power transmitted depends upon :
The weight of liquid flowing through the pipe and
the total head available at the end of the pipe.
Consider a pipe AB connected to a tank as shown
in Fig.. The power available at the end B of the
pipe and the condition for maximum transmission
of power will be obtained as mentioned below :
L = length of the Pipe,
d = diameter of the pipe,
H = total head available at the inlet of pipe,
V = velocity of flow in pipe,
hf = loss of head due to friction, and
f = co-efficient of friction | <urn:uuid:8c3c4f0b-5229-48a2-af4b-1cd51a0c3429> | {
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A paper published last week titled, Global marine fisheries discards: A synthesis of reconstructed data, concludes that commercial fishermen have thrown away (discarded) about 10% of catch over the past decade. Researchers, led by Dirk Zeller, used catch reconstructions – estimates of how many fish were caught – to approximate that around 10 million tons of fish are discarded at sea per year. This number is down from a high of 18 million tons in the 1990s.
For context, here is a figure put together by Dana Gunders at the National Resources Defense Council in the 2012 report, Wasted: How America Is Losing Up to 40 Percent of Its Food from Farm to Fork to Landfill. Fishing discards are considered “Production Losses.”
Zeller et al. 2017 suggest that the decline in discards are a result of declining fish stocks, though they acknowledge that gear and management improvements could also play a role. Indeed, worldwide fish stocks have remained relatively stable since 1990s, indicating that perhaps management and gear technology have played a larger role in reducing discards than researchers propose.
Here are some pictures and a description of fishery discards, courtesy of Lisa Borges, who also contributed to this post below.
This is a box of discarded catch (around 40 kg) from an irish demersal otter trawler targeting whitefish operating in ICES area 6a, west of scotland back in 2002. a very typical box of discards, showing small size species of their target species (cod haddock and whiting), plus some low commercial species such as gunards, and dogfish (spotted shark in the picture Scyliorhinus). No protected species (at that time). This was a trip sampled by an observer and the sampling scheme was designed to sample a box of discards per haul as many hauls as possible.
Previously, we have featured an in-depth analysis of discard policy in the EU by Philip Taylor & Griffin Carpenter.
In the below comments we offer 3 different perspectives on fishing discards and the recent Zeller et al. 2017 paper.
Comment by Bill Karp, Affiliate Professor, University of Washington
The recent paper by Zeller et al highlights challenges associated with estimation of discards and interpretation of overall estimates and trends. Their work builds on an extensive body of research, most notably earlier global discard estimates published in 1994 and 2005, and relies heavily on the Sea Around Us database and catch and discard estimation methods outlined by the authors.
Unwanted fish results from almost all fishing . Fishers generally target a species or group of but fishing gear is not perfectly selective for species or size. Regulations may preclude landing of some species and sizes (usually smaller fish), or economic factors may favor retention of larger fish or higher-value species If the undesired fish are not retained and marketed in some form (e.g. as fish meal for aquaculture feed, or fertilizer) they are generally returned to the sea as discards. This issue is not unique to fishing, waste is a concern in all types of food production. In the United States, roughly 7% of all crops are wasted at the farm (i.e. never harvested), with estimates up to 40% of food waste through the supply chain.
In recent years, waste associated with fisheries discard has become a major public policy issue in some regions, with partial discard bans being implemented in Norway, the European Union, and elsewhere. At the same time, regulatory and operational innovations have resulted in lower discard rates in some fisheries, and demonstrated the potential for broader improvement. Fisheries discard can be reduced by development and use more selective fishing methods, developing markets for unfamiliar species or products, and by regulatory approaches which provide incentives for improved selectivity and/or utilization or even prohibit certain types of discarding.
Zeller et. al. argue that high-grading (discarding of lower-value in favor of higher-value fish) and regulatory discard are major problems and shortfalls of individual transferable quota (ITQ) fisheries. While high-grading and regulatory discarding are substantive causes of discarding, ITQ-type of programs (catch share, rights-based) may include provisions for transferring of quota among participants as well as sharing information that can improve selectivity. These types of programs also reduce or eliminate the race for fish and thereby reduce levels of unwanted fish. They can also encourage accountability, a key to improved catch and discard data. Examples can be found in Alaska and elsewhere.
Zeller at al.’s overall global discard estimate for 2014 is not inconsistent with data that is reported elsewhere (less than 10 million t/yr, with a downward trend), but generalizations in their discussion are overly broad and fail to recognize improvements happening around the globe. For example, they assert that most discards were generated by industrial (i.e. large-scale) fisheries, but fail to highlight the fact that discard levels in some industrial fisheries (e.g. NE Pacific) are remarkably low. These improvements, especially those related to governance and fishing technology, set examples which can be adapted for use elsewhere and will undoubtedly result in reductions in discard in some regions which are currently lagging. We should view the results found in this paper, as a glass that is half-full rather than half-empty. Major challenges associated with poorly-regulated fisheries remain, and inadequate data and enforcement require serious attention. However, creating incentives to reduce discard through regulatory measures, and investing in improving selectivity and utilization, have been shown to reduce waste and discard in many instances and we can expect this type of innovation to increase.
Bill Karp retired in 2016 after 30 years with NOAA Fisheries, most recently as Science and Research Director for the Northeast Fisheries Science Center. He is currently an Affiliate Professor at the University of Washington and a NOAA Fisheries Scientist Emeritus
Comment by Austin Estabrooks, At-sea Processors Association
The Zeller et al. (2017) paper titled Global marine fisheries discards: A synthesis of reconstructed data highlights the more recent discarding and waste of the fish specie “pollock” (Theragra chalcogramma) also known as (Gadus chalcogrammus) under poor management regimes in the Northwest Pacific Ocean (FAO Area 61). In Figure 5 of the paper, the estimated discards of “pollock” in FAO Area 61 are as high as 3 million metric tons during the 1990’s and in more recent years still in excess of 1 million metric tons.
The Zeller et al. paper refers to these estimated discards as “Alaska pollock.” However, the reference is wholly to pollock discarded in FAO Area 61, principally the area in which the Russian pollock fishery is conducted. The Alaska pollock fishery is conducted in FAO Area 67 where discards of Alaska pollock amount to less than 0.05% of the total catch. The authors’ use of the term “Alaska pollock” when referring to Russian pollock is understandable, but unfortunate. Readers should know that Congress recently enacted legislation directing the U.S. Food and Drug Administration (FDA) to amend its “Fish List” to bar Russian-origin pollock from being marketed in the U.S. as “Alaska pollock.” Only pollock harvested within the U.S. 200-mile zone can use the geographical descriptor “Alaska pollock.”
The geographical distinction is important for a host of reasons, including differentiating between the rigorous catch monitoring and accounting requirements in effect for the Alaska pollock fishery versus inadequate monitoring and accounting of catches in the Russian pollock fishery.
In Area 67, where genuine Alaska pollock fisheries operate under Fishery Management Plans (FMPs) with Increased Retention/Increased Utilization (IR/IU) regulations, certain species, including pollock, must be retained except for very limited exceptions. National Marine Fisheries Service (NMFS) fishery observers stationed aboard all Alaska groundfish harvesting vessels, including two observers on at-sea processing vessels and at all onshore processing plants, monitor for compliance with IR/IU regulations and record haul level estimates of discards by taxa. According to data that is publicly available, within the genuine Alaska pollock directed fishery, pollock discards account for less than 0.05% of the total catch. The Zeller et al. paper uses the Sea Around Us project database to estimate the most recent discards (2014) of Area 61 Russian caught pollock at 1,143,767 tons. In contrast, within the Alaskan waters of Area 67, total pollock discards were less than 15,000 tons in 2014, with the majority of discarding accounted for by regulatory discards in the directed flatfish fisheries.
Seafood consumers are becoming increasingly aware of sustainability, and they deserve to know the provenance of the seafood they are purchasing. Governments, industry and academics all need to be precise about nomenclature, including using geographical indicators. The term “Alaska pollock” should only be applied to pollock harvested in U.S. waters off Alaska.
Austin Estabrooks is a Natural Resource Analyst for the At-sea Processors Association, he works on sustainability initiatives and cooperative management for the US-flagged catcher processor fleet that primarily targets pollock in the Bering Sea and Aleutian Islands.
Comment by Lisa Borges, Fishfix Brussels
Discarding part of the catch at sea is a well-known practice in most fisheries worldwide, but in the past, has been unregulated in most fishery jurisdictions. Through successful public opinion campaigns that see discarding as a waste of resources, the issue of fisheries discards is one that is now widely known. Public pressure is pushing fisheries management to limit discarding, and a prominent example of is the European Union (EU) 2013 Common Fisheries Policy (CFP) landing obligation. The objectives of discard bans are usually (i) to contribute to the sustainability of fisheries through the improved implementation of catch limits and (ii) to reduce unwanted catch. The latter objective recognizes that not all catch can be utilized (due to stock sustainability, markets, societal values, etc.) and should therefore not be caught in the first place. Discard bans, if accompanied by high levels of at-sea monitoring and effective control, will therefore increase fishery selectivity instead of increasing utilization of unused catch. This is because the use of discarded catch requires changes in markets that will take time to occur, many stocks still need to recover, while full catch retention policies, such as the EU landing obligation, partially limits their effective use (for non-human consumption).
On the other hand, discards estimations are crucial for assessing the full impact of fisheries upon fish populations and upon the ecosystem in which they operate. In this context, the Zeller et al paper provides a welcoming updated overview of global discards. However, the authors suggest a connection between full catch retention policies with an objective to limit trawling. While it is true that high discarding is associated to trawling, the adoptions of discard ban polices are foremost related to stocks sustainability issues and not gear specific. Secondly, and understandably, the analysis is limited to the parse taxonomic data available, mostly restricted to commercial species discards. However, as pointed out, discards reflect the species diversity of the ecosystem where the fisheries operate, and associated to that the majority of discard are due to no or low commercial value species. Therefore the species analysis should be taken with care as it does not reflect the whole reality. But this said, what does? In the European Union Europe after three years of the landing obligation it seems that fishing operations have not changed significantly. In most fisheries unwanted catch was simply reduced by what I call fake unwanted catch reduction mechanisms: reductions of minimum landings sizes, TACs suppression or adjustments, inclusion in protected species status. The landing obligation has, however, clearly diminished our knowledge of discarding behaviour and quantities, as observer’s programmes have been severely hampered by refusal dates and fishers are no longer forthcoming on their discarding behaviour. Perhaps here we are after all in dire need of the estimation procedures developed by Zeller et al. | <urn:uuid:cdf658a7-25eb-43ab-86d9-255a9f566c2b> | {
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Law is a system of policies that govern actions and are enforced by governmental and also social institutions. Although the precise interpretation of law is controversial, it is usually described as an art of justice or a science. Its application can be found in all aspects of life, from individual relationships to service purchases. Simply put, legislation is a system of rules as well as policies that controls habits and also social relationships.
The objective of laws is to protect individuals from abuse and also to keep the general public orderly. They are split right into 2 types: public and private regulation. Public law is created the benefit of the general public, whereas private regulation specifies to an individual or small group. Both sorts of regulation have extremely different functions, however both types intend to safeguard the rights of people as well as guarantee a steady culture.
The feature of legislation ranges nations. It can maintain a nation in peace, protect minorities from oppression, promote social justice, and also give an organized system of social adjustment. Nevertheless, some legal systems do not offer these purposes extremely well. Tyrannical federal governments, for instance, often suppress political opponents and minorities. Additionally, colonialism usually imposed a state of peace.
Students examining law can expect a rigorous initial year of research. They will certainly take courses on constitutional regulation, civil treatment, as well as territory. Trainees will certainly likewise learn more about the structure of a suit, activities, and also pretrial treatments. Some legislation colleges provide chances to study abroad for a year or benefit pro bono with real-life customers.
The field of legislation is large, and it can be both interesting and also difficult. In general, laws regulate every element of life, from the private to the nation-state. Nevertheless, there are no definitive answers to why points take place. In any case, the policy of legislation exists to guide our behavior. If we wish to avoid future troubles, we require to understand the rules. As an example, law can prevent us from committing crimes. It is also a way to shield us from the impulses of others.
Many articles are dedicated to law. These write-ups go over lawful training as well as education and learning, in addition to moral issues. They likewise analyze the connection in between regulation and also political systems. Different lawful systems are also talked about, consisting of common law, Egyptian law, as well as Germanic regulation. Various other short articles deal with social problems and just how the regulation can assist us address them.
Students curious about examining legislation at Georgetown College can anticipate to take numerous courses and also seminars. Depending on their objectives, they may select a job in an area pertaining to regulation. The courses at Georgetown take a look at the principle of regulation, as well as particular areas of doctrine as well as processes. Students may also choose to research regulation from the perspective of business economics. These courses are a fantastic means to construct confidence as well as establish a professional neighborhood. Furthermore, a research study of regulation can be a satisfying and fulfilling experience.
Besides laws, courts likewise release judicial decisions that have the force of law. As an example, a court’s choice in a civil case may make up the analysis of a law. If this interpretation is appropriate, a person may be bound by the judgment. In addition, judicial choices might additionally make up legislation similarly as a statute, managing the conduct of those involved in the instance. This offers common law its consistency and also predictability.
A degree in legislation calls for years of research to receive the duty of a lawyer. Many legislation programs prepare students to practice law, while others focus on scholastic study. Students may choose to acquire a PhD or a J.D., along with occupation courses. Some programs are very extensive, taking 2 years to finish. Others take a little bit more than three years to complete. You ought to consider your goals when selecting the ideal level.
The research study of legislation is a lot more requiring than an undergrad degree, which is why students ought to treat legislation college like a permanent job. Trainees should plan to dedicate a minimum of 40 hours per week to researching and checking out. They must likewise enhance their time monitoring skills. This is since the research of legislation requires a more logical approach and not just rote memorization. There are also needs for bar test prep work. Listed here are a couple of things to bear in mind before enlisting in law institution.
A master’s level in regulation is a wonderful alternative for those who do not want to come to be practicing attorneys. This program focuses on lawful ideas, legal history, as well as lawful theory. The level also makes it possible for students to focus on an area of law that intrigues them. There are many different methods to go about acquiring an academic degree in regulation.
Legislation programs at Georgetown University strive to check out how law impacts other disciplines. For example, the Law of Cyberspace program checks out lawful regulations of cyberspace task, while the Higher Education and Law Workshop concentrates on guideline of higher education. Further, the programs likewise aim to check out the duty of legislation in society as well as just how it impacts the numerous professions.
Training Courses at Georgetown University are typically interdisciplinary and resolve a number of pushing interdisciplinary issues. This suggests students and trainers of these training courses have to acquire a detailed understanding of the tools and also concepts of other self-controls. By doing this, they can much better understand the technique of regulation and also the method to attain a simply legal regime.
Getting a legislation degree requires years of education and learning. There are various sorts of law degrees, depending upon the job you want to pursue. Some are focused on a particular location and require specific training. Some are two-year programs, while others require four. Some have trade alternatives, as well as some are incorporated with various other masters levels. There are numerous means to gain your level, however a lot of programs are meant to prepare you for a profession in the legal field. Additional reading
Obtaining an education and learning in legislation opens up a world of possibilities for you. Depending on your passions and also objectives, there is a level or certification program that will certainly match you perfectly. A lot of regulation colleges provide a vast array of courses. With many options available, finding the best course for you can be hard. However a little study will go a long way towards making your choice. | <urn:uuid:c4a2dd31-75f6-47f9-b5f9-faccc202abbc> | {
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Many people are familiar with the phrase, “A picture is worth a thousand words,” but Recently a professor from Brown University decided to find out if this old saying is actually true.
The professor reached out to 12 writers with the task of describing a picture in as great of detail as they could. He assigned 10 photos to each writer, and when they submitted their descriptions of each picture, the results were shocking.
After checking the word count on the descriptions of all 120 photos, the professor realized that the average word count was 926. 74 words short of 1,000. In fact, not a single description ended up being 1,000 words. The highest word count was 988.
The professor is hoping that this study will change the way people use the old expression. Instead of saying “A picture is worth 1000 words” we should now be saying “A picture is worth 926 words on average.”
What do think? Will you be changing the way you say this expression? Share this with your thoughts to let us know! | <urn:uuid:ee39beda-6c8c-4703-966f-c90104a42586> | {
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The most important skill in drumming is timing and rhythm. Here are the reasons why timing and rhythm are so important in drumming.
What is timing and rhythm for drumming?
Timing refers to the ability to play in a steady tempo and stay synchronized with the music. Rhythm encompasses the patterns, grooves, and accents that drummers create within that tempo. Timing and rhythm are the foundation of all music. They provide the framework that allows drummers to synchronize their performances.
How is timing and rhythm used in drumming?
As a drummer, your primary role is to keep time and establish the rhythmic structure of a song. Your precision in maintaining a consistent tempo and rhythm forms the backbone of any musical piece.
Groove and feel
Groove and feel are terms often associated with drumming. These elements refer to the subtle nuances and dynamics that drummers infuse into their playing, creating a sense of “swing” or “pocket” in the music. Excellent timing and rhythm are what enable drummers to establish these grooves and give a song its distinctive feel.
Communication and collaboration
Drummers must communicate with other musicians to create a cohesive sound. Timing and rhythm serve as the common language that allows you to connect with fellow band members. Whether you are locking in with the bass player or cueing the vocalist, your ability to maintain steady timing and execute complex rhythms is the key to effective collaboration.
While timing and rhythm provide the foundation for drumming, they also offer a canvas for expressive playing. Drummers can use these skills to add dynamics, accents, and creative fills to their performances. Precise timing and rhythm open the door to artistic expression within a song.
Timing and rhythm are versatile skills that transcend musical genres. Whether you’re playing rock, jazz, funk, or classical music, the importance of timing and rhythm remains constant. These skills are the bridge that connects drummers to a wide range of musical styles and opportunities.
How to improve the most important skill in drumming – timing and rhythm
Here are the methods to improve the most important skill in drumming – your timing and rhythm.
Practice with a Metronome: A metronome is a drummer’s best friend. It provides a steady tempo, allowing you to practice and refine your sense of timing. Start by playing simple patterns in time with the metronome, gradually increasing the difficulty.
Learn from a teacher: The most effective way to improve your drumming skills is to take drum lessons. It is very difficult to monitor your own playing and provide yourself with constructive criticism. It is far more effective by simply having an experienced drummer sit next to you and coach you.
Count and Subdivide: Counting out loud while you play is an effective way to internalize rhythms. Learn to subdivide beats and measures to better understand complex rhythms and patterns.
Listen Actively: Pay close attention to the music you’re playing along with. Listen to the other instruments and the overall feel of the song. Active listening helps you stay in sync with the music.
Record and Analyze: Recording your practice sessions and performances is a valuable tool. It allows you to review your timing and rhythm and identify areas for improvement.
Practice Rudiments: Drum rudiments are essential patterns and exercises that help drummers develop their rhythm and timing. Work on these regularly to strengthen your foundation. | <urn:uuid:617a1cd2-3b5e-4b46-bab8-662e165912ca> | {
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What is meiosis in the cell cycle?
Meiosis is a type of cell division that reduces the number of chromosomes in the parent cell by half and produces four gamete cells. This process is required to produce egg and sperm cells for sexual reproduction. … Meiosis begins following one round of DNA replication in cells in the male or female sex organs.
Is meiosis part of the cell cycle?
Cell division occurs as a part of the “cell cycle”. … The cell cycle is generally described as consisting of four main phases: G1, S phase, G2 and mitosis (or meiosis).
What phase only occurs in meiosis?
Meiosis can only occur in eukaryotic organisms. It is preceded by interphase, specifically the G phase of interphase.
How is Meiosis I Different from Meiosis II?
|Meiosis I||Meiosis II|
|Homologous chromosome pairs separate||Sister chromatids separate|
What are the steps of meiosis?
In meiosis I there is prophase I, metaphase I, anaphase I, and telophase I and then in meiosis II there is prophase II, metaphase II, anaphase II, and telophase II.
What are the 4 stages of the cell cycle?
In eukaryotes, the cell cycle consists of four discrete phases: G1, S, G2, and M. The S or synthesis phase is when DNA replication occurs, and the M or mitosis phase is when the cell actually divides. The other two phases — G1 and G2, the so-called gap phases — are less dramatic but equally important.
Is meiosis somatic or gamete?
Whereas somatic cells undergo mitosis to proliferate, the germ cells undergo meiosis to produce haploid gametes (the sperm and the egg). The development of a new progeny organism is then initiated by the fusion of these gametes at fertilization.
During what stage does G1 S and G2 phase happen?
Interphase. G1, S and G2 phases are all cumulatively referred to as interphase involving the growth of a cell and the replication of its DNA.
Which three processes occur during meiosis?
Three Ways that Genetic Diversity Occurs During Meiosis
- Meiosis I and II. Meiosis occurs over two generations of cells. …
- Crossing Over. …
- Reduction to Haploid. …
- Random Chromatid Assortment. …
What are the 10 stages of meiosis?
In this video Paul Andersen explains the major phases of meiosis including: interphase, prophase I, metaphase I, anaphase I, telophase I, cytokinesis, interphase II, metaphase II, anaphase II, and telophase II. He explains how variation is created in the next generation through meiosis and sexual reproduction.
What are the phases of mitosis?
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In order to promote social contact, cultural exchange, and community engagement, public spaces have always been essential. But there has been an increasing trend recently to ignore the value of public areas in favor of private properties. Despite being influenced by a number of variables, this movement raises questions about the vibrancy and diversity of our cities and communities. Moreover, The repercussions of undervaluing public areas are explored in this essay, which also underlines the necessity of striking a balance between the private and public spheres for the overall growth of society.
The Diminishment of Public Areas
The allocation of resources and focus on public places has significantly decreased in the pursuit of urban development and economic progress.
As malls, gated communities, and exclusive clubs have been built, parks, community centers, and public squares have steadily lost their prominence. This pattern, which is being driven by urbanization and commercial interests, poses a threat to the social fabric that public places contribute to.
The Value of Public Areas:
Public areas provide venues for democratic speech, pleasure, and cultural interaction. By bringing people from all backgrounds together, they promote a sense of belonging and respect for one another, which promotes social cohesiveness. Active public places also encourage people’s physical and mental health while providing a respite from the stress of daily life. Neglecting these areas reduces life’s overall quality and robs communities of important chances for interaction and development.
Although the growth of private property is crucial for economic development. It is crucial to maintain a balance between private and public areas. Urban planning should place a high priority on creating and maintaining lively public spaces. These areas ought to be open to everybody, inclusive, and tailored to the community’s needs and tastes. Governments, urban planners, and citizens must work together to revitalize current public spaces and design new ones that reflect the cultural and social variety of the neighborhood.
It is crucial to remember the significance of public places in fostering a vibrant society in the pursuit of progress. The value of these locations is dwindling, which threatens our social structure and general wellbeing. We can build cities and communities that are not just economically affluent. But socially inclusive and culturally rich appreciating the significance of active and lively public areas and investing in their development. For the benefit of society as a whole. It is time to recognize the value of public places and strive toward revitalizing them.
More on INJ Architects: | <urn:uuid:458049d4-785c-43a7-8541-6477af3ea140> | {
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Depending on its scale, a biological attack has the capacity to go beyond 'normal' emergency situations and turn into a survival situation. Firstly, as we've already seen, there's every chance that the biological attack will pass by unnoticed for several days or even weeks, giving itself plenty of time to cover a wide geographical region before action begins to be taken. This already makes containment of the disease more difficult.
Then it depends on the disease itself. Is it a common strand of a disease that can be treated with antibiotics? If so, the situation can be normalized in a relatively short period of time. However, if it's a new, more resistant strain of a disease (or a new disease altogether) then treatment may be more difficult or even impossible. In any case, it will take at least 48 hours to determine the qualities of the disease and our ability to treat it.
Even if it's determined to be a common strain of the disease, some vaccinations have been in storage for a long time, and it's not sure that they will still be effective. If not, it can take months or, possibly, years to develop new vaccines. It is this type of scenario that can lead to a sustained crisis and a survival situation.
It is worth noting, that the chances of a crisis escalating to the point where you'll need to spend several months in a survival situation are very slim. However, a crisis that continues for several days or even weeks is possible.
For that reason, it is worth making some preparations in advance. It will put your mind at ease and, if a worst case scenario were ever to develop, you'll greatly increase you and your family's chances of surviving. | <urn:uuid:368dcf72-6220-49a3-8a21-20b98c2a4aa2> | {
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National heritage, cultural heritage, national remembrance, memorials and national cemetery: all of these are familiar but often obscurely used expressions. They are in fact concepts that bridge past and present, and give form to experiencing modern national identity.
National heritage comprises all the works and products, tangible and intangible, which have been inherited by a group or a society from the past, and are maintained in the present for the benefit of future generations. It includes all tangible (buildings, monuments, books, works of art) and all intangible elements of cultural heritage (folklore, traditions, language, knowledge, culturally valuable regions, biodiversity).
Pieces of the past – such as national memorials – that have come down to us and that we intend to preserve constitute an important part of the culture of remembrance. National memorials are spaces or buildings of national history that assume a crucial role in preserving national consciousness. National memorials serve as venues for recurring national ceremonies. Generally speaking, historical memorials assume a special place in the identity of smaller local communities, and through them they become an important part of national heritage. Converting memorials to meet the requirements of the modern age and increasingly popular tourism is an important task, because there is a clear need, confirmed by international examples, for locations bridging past and present, and helping to experience national identity.
The Institute’s other important job – managing tasks related to the national cemetery – is also closely connected to “national heritage” and memorials. This “graveyard” is essentially a virtual pantheon comprising the graves of important figures of Hungarian history and culture. A unique memorial, it is considerably more than a real cemetery in that it brings together over six thousand listed graves around Hungary.
Cultural heritage needs to be preserved not only on a physical level, but also on an intellectual level in the minds and consciousness of the citizens of the nation. Official celebrations, conferences, education and the media (books, the Internet, television) serve that purpose. In the globalised world of the twenty-first century the most important universal and national challenge for the culture of remembrance is to actively engage the young generations.
The tendency today is that the main places of passing down traditions – the family and school – have been relegated in favour of television and in particular the Internet which is even more a space for establishing collective identity. Clearly, however, these media are important conveyors of knowledge and spaces for forming identity and community, which need to be used by NÖRI in doing its job. These means can perhaps help successfully undertake the challenging and noble task of promoting the culture of remembrance in the twenty-first century. | <urn:uuid:c7691627-b9c6-41c3-b559-c1cb8c50b27c> | {
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In this subtraction of tens worksheet, students practice subtracting single digit numbers under ten. Then students convert those single digits into tens and subtract for the answer.
5th - 6th Math 3 Views 1 Download
Understanding Long Division: Whole Numbers
Smoothly transition your class into using the long division algorithm with this hands-on math lesson plan. Working in pairs, young mathematicians practice using base ten blocks or play money to model division by single-digit divisors....
2nd - 5th Math CCSS: Adaptable
Saxon Math Intermediate 5 - Student Edition
Expand your resource library with this collection of Saxon math materials. Covering a wide range of topics from basic arithmetic and place value, to converting between fractions, decimals, and percents, these example problems and skills...
4th - 6th Math CCSS: Adaptable
Divide with Two-Digit Divisors Using Base Ten Blocks
How does multiplication help when dividing a number? Prepare your number crunchers to become fluent in dividing multi-digit numbers by relating base ten blocks to the standard algorithm with this video. Reinforce students’ understanding...
6 mins 5th - 7th Math CCSS: Designed | <urn:uuid:818704ed-a24f-4eaf-b836-ecd96241e769> | {
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“Thus our national circulating medium is now at the mercy of loan transactions of banks, which lend, not money, but promises to supply money they do not possess. ”
2006 – DEATH OF JOHN KENNETH GALBRAITH, AMERICAN ECONOMIST, PUBLIC OFFICIAL AND DIPLOMAT
“In numerous years following the Civil War, the Federal Government ran a heavy surplus. But it could not pay off its debt, retire its securities, because to do so meant there would be no more bonds to back the national bank notes. The pay off the debt was to destroy the money supply.”
The same is true today. Since most money is created as debt via loans (to individuals, corporations and the government), paying off the debt would reduce the money supply. A severe depression would inevitable result since not enough money would exist to permit all our economic transactions. The solution is not to “reform” our debt-based money system, but to replace it with a system where money is created debt-free.
1871 — KNOX V LEE US SUPREME COURT DECISION
This decision was one of several popularly known “Legal Tender Cases” during this period (the others were Hepburn v. Griswold and Julliard v Greenman). The Supreme Court reversed their earlier decision in Hepburn v. Griswold (1870). The decision upheld the Legal Tender Act declaring that making paper money legal tender did not conflict with US Constitution (Article 1). The decision allowed debtors to repay debts in Greenbacks rather than gold or silver.
1939 – TESTIMONY OF GRAHAM TOWERS, GOVERNOR OF THE BANK OF CANADA (1934-54) BEFORE CANADIAN SELECT STANDING COMMITTEE ON BANKING AND COMMERCE
Question: “But there is no question about it, that banks create that medium of exchange?” [i.e., bank deposits]
Towers: “That is right. That is what they are for.”
Question: “And they issue that medium of exchange when they purchase securities or make loans?”
Towers: “That is the banking business, just in the way that a steel plant makes steel.”
Towers testified that just as steel corporations create steel, banking corporations create money. The difference is that steel corporations start with iron ore and apply labor and technology. Banks, by contrast, create money out of thin air…as debt.
Why this calendar? Many people have questions about the root causes of our economic problems. Some questions involve money, banks and debt. How is money created? Why do banks control its quantity? How has the money system been used to liberate (not often) and oppress (most often) us? And how can the money system be “democratized” to rebuild our economy and society, create jobs and reduce debt? Our goal is to inform, intrigue and inspire through bite size weekly postings listing important events and quotes from prominent individuals (both past and present) on money, banking and how the money system can help people and the planet. We hope the sharing of bits of buried history will illuminate monetary and banking issues and empower you with others to create real economic and political justice. This calendar is a project of the Northeast Ohio American Friends Service Committee. Adele Looney, Phyllis Titus, Donna Schall, Leah Davis, Alice Francini and Greg Coleridge helped in its development. Please forward this to others and encourage them to subscribe. To subscribe/unsubscribe or to comment on any entry, contact [email protected] | <urn:uuid:e5e7821f-1404-466c-80a7-3b63aba6b638> | {
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Alcatraz Island – National Recreation Area – National Historic Landmark
Alcatraz Island is situated in San Francisco Bay, about 1.5 miles offshore from San Francisco, California, United States. The Alcatraz Island was developed with amenities like a lighthouse, military ramparts, a military prison as well as a federal prison from 1933 till 1963.
Towards the beginning of November 1969, it is said that the Alcatraz island had been occupied for over 19 months by a group of aboriginal inhabitants from San Francisco who seemed to be part of a movement of Native activism all over the nation with public protests during the 1970s.
Towards 1972, Alcatraz was the national recreation area, receiving the designation in 1986 as a National Historic Landmark. Presently, the amenities of the island are managed by the National Park Service, as part of Golden Gate National Recreation Area and are open to tours.
Tourist can reach the Alcatraz island through ferry ride from Pier 33 which is near fisherman’s Wharf, San Francisco. Hornblower Cruises and Events which tend to operate under the Alcatraz Cruises are considered to be the official ferry provider to and from the island.
Home to Abandoned Prison/Site of the Oldest Operating Lighthouse
Alcatraz island is home to the abandoned prison and the site of the oldest operating lighthouse on the West Coast of the United States, an early military fortification as well as natural features like rock pools and seabird colony. The federal prison on the island in the chilly waters of California’s San Francisco Bay had some of America’s most dangerous and difficult criminal during the years of operation from 1934 to 1963.
Those who served during the maximum security facility were the notorious gangster Al Scarface Capone and murderer Robert Birdman of Alcatraz Stroud.None of the inmate was ever successful in escaping `The Rock’ the so-called prison though several known attempts were made over the years.
When the prisons were shut down, owing to high operating costs, the Alcatraz island was occupied for two years by Native American activists and presently historic Alcatraz Island besides being the site of U.S. military prison from late 1950 to 1933, is also a popular tourist destination.In 1847, seventy-two years later, the U.S. Army noticed `The Rock’ and its value as a military fortification.
Discovery of Gold – American River, California
The typographical engineers started conducting geological surveys and towards 1853, U.S. Army engineers began constructing military fortress on the island together with the Pacific Coast’s first operating lighthouse. Towards 1848, the discovery of gold along the American River in California, attracted many miners from across the world to the West Coast in search of the valuable metal.
As the news regarding the abundant wealth in California spread all over the world, the United States Government summoned for security measures in order to protect the land as well as the mineral resources from being seized by the other countries. According to the documentary of 1971 on the History of Alcatraz the island is said to measure 1,675 feet by 590 feet and is 135 feet, the highest point at the time of mean tide.
But the Alcatraz island’s total area reported is 22 acres. The landmarks on the island comprise of the Main Cellhouse, Lighthouse, Dining Hall, and Library, the ruins of the Warden’s House together with Officers Club, Parade Grounds, Water Tower, Building 64, Recreation Yard, New Industrial Building and Model Industries Building. | <urn:uuid:1c4500da-02e1-4198-a063-e306f35328e6> | {
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Colorable shapes set free clip art. Geometric shapes line art vector free download. Gallery geometric formsline drawings art. Free coloring pages printable pictures to color kids. Lesson going from d to rapidfireart. Paint draw learn to drawing basics. Line drawing and the simple shapes. Op art the sketchbook concern.
This article contains exercises for Art students who wish to produce contour line drawings, cross contour drawings, blind drawings and other types of line drawings. It is a teaching aid for high school Art students and includes classroom activities, a free downloadable PDF worksheet and inspirational artist drawings.
Gesture Drawing Exercises: When you begin investigating your subject matter in the initial phase of a high school Art programme, it can be helpful to make several first-hand gestural drawings. The best of these can be selected for your final portfolio (taking advantage of a photocopier or digital camera to reduce in size, if necessary). A small still life scene can be depicted just as easily as a large moving form.
This delicate cross contour drawing helps to communicate the bumpy surface of the shell. Note how the shell pieces that are furthest away from the viewer are thin and light, whereas those that are closest are darker and thicker. Note also how the direction of the contour lines relates to the shape of object that is drawn, with lines projecting outwards from the centre of the shell.
A contour drawing shows the outlines, shapes and edges of a scene, but omits fine detail, surface texture, colour and tone (‘contour’ is French for ‘outline’). According to Wikipedia: The purpose of contour drawing is to emphasize the mass and volume of the subject rather than the detail; the focus is on the outlined shape of the subject and not the minor details. | <urn:uuid:c08d3466-e698-40a4-a1a1-ecde3dc271cb> | {
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St. Francis giving away his cloak,
from Assisi, Italy, by Giotto
Giotto (jee-OTT-oh) worked mainly in fresco painting. He is known for beginning to put in natural landscape backgrounds to his painting, as opposed to the plain gold backgrounds favored by the older Cimabue.
One of Giotto's great achievements was that he painted the inside of the Franciscan church at Assisi, near Florence, with a series of huge frescoes showing the life of Francis of Assisi, who had started the Franciscan movement.
Giotto died in Florence in 1337 AD.
(about 1300 AD in Pisa) (Louvre Museum, Paris)
To find out more about medieval art, check out these books from Amazon or from your local library:
The cathedral of Florence
The baptistery of Florence
Kidipede home page | <urn:uuid:753a2fb1-9ad6-43f5-93c1-295fc122e709> | {
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The centrality of the Qurʾān as the prototype of the written word in Islam bears significantly on the role of books within its intellectual tradition and educational system. An early impulse in Islam was to manage reports of events, key figures and their sayings and actions. Thus, "the onus of being the last 'People of the Book' engendered an ethos of " early on and the establishment of important book repositories throughout the Muslim world has occurred ever since.
Upon the spread of Islam, libraries in newly Islamic lands knew a brief period of expansion in the Middle East, North Africa, Sicily and Spain. Like the Christian libraries, they mostly contained books which were made of paper, and took a codex or modern form instead of scrolls; they could be found in mosques, private homes, and universities, from Timbuktu to Afghanistan and modern day Pakistan. In Aleppo, for example, the largest and probably the oldest mosque library, the Sufiya, located at the city's Grand Umayyad Mosque, contained a large book collection of which 10,000 volumes were reportedly bequeathed by the city's most famous ruler, Prince Sayf al-Dawla. Ibn al-Nadim's bibliography Fihrist demonstrates the devotion of medieval Muslim scholars to books and reliable sources; it contains a description of thousands of books circulating in the Islamic world circa 1000, including an entire section for books about the doctrines of other religions. Modern Islamic libraries for the most part do not hold these antique books; many were lost, destroyed by Mongols, or removed to European libraries and museums during the colonial period.
Read more about this topic: Library
Other articles related to "islam":
... The conversion of the first ruler of Melaka, Parameswara, to Islam was unclear so far with no evidence as to whether he had actually converted ... and that only the latter converted to Islam at the age 72 ... Muhammad Shah, that the ruling class and the subjects began accepting Islam ...
... One attempt at a religion that emerged out of Shi'ite Islam in the 19th century was Baha'ism, which preaches a complete doctrine of perennial truth ... religions carry the same truth, ranging from Hinduism and Zoroastrianism to Islam and the Baha'i faith itself ... that Judaism and Christianity were early forms of one religion, Islam ...
... the government had appointed Muzharul Islam as the center's architect, but Islam deferred, instead recommending Alvar Aalto or Le Corbusier ... When those architects were unavailable, Islam enlisted his former teacher Louis Kahn as the architect ... Throughout the project's design and construction, Islam assisted Kahn ...
... Main article Criticism of Islam Criticism of Islam has existed since Islam's formative stages ... Early written criticism came from Christians, prior to the ninth century, many of whom viewed Islam as a radical Christian heresy ... of the life of Muhammad, the last prophet of Islam, both in his public and personal life ...
... The autobiography Ghazali wrote towards the end of his life, The Deliverance From Error (Al-munqidh min al-ḍalāl several English translations) is considered a work of major importance ... In it, Ghazali recounts how, once a crisis of epistemological skepticism was resolved by "a light which God Most High cast into my breast...the key to most knowledge," he studied and mastered the arguments of Kalam, Islamic philosophy and Ismailism ...
Famous quotes containing the word islam:
“Sooner or later we must absorb Islam if our own culture is not to die of anemia.”
—Basil Bunting (19001985)
“During the first formative centuries of its existence, Christianity was separated from and indeed antagonistic to the state, with which it only later became involved. From the lifetime of its founder, Islam was the state, and the identity of religion and government is indelibly stamped on the memories and awareness of the faithful from their own sacred writings, history, and experience.”
—Bernard Lewis, U.S. Middle Eastern specialist. Islam and the West, ch. 8, Oxford University Press (1993)
“The exact objectives of Islam Inc. are obscure. Needless to say everyone involved has a different angle, and they all intend to cross each other up somewhere along the line.”
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A strange thing has been happening to the historic temperature dataset. NOAA/NCDC have been frequently revising the temperatures, and not just for recent data, but for temperatures going all the way back to 1880. The folks at C3Headlines have been keeping track of temperature data sets for several years. They noticed that NOAA has been revising the dataset almost monthly, and noted that there were six revisions in December and three so far in January. The revisions have a particular pattern. Temperatures from dates before 1940 are being gradually made cooler, while temperatures since 1951 are being made warmer. The effect is to make recent warming seem more alarming. Other agencies that keep temperature data sets rarely make revisions. See the story from C3Headlines here.
Posts Tagged ‘NOAA’
The National Oceanic and Atmospheric Administration (NOAA) has just published the “new normal” temperature for the U.S. Every ten years NOAA calculates the average high and low temperatures for a 30-year period and this is used as the “normal” temperature baseline.
The new normal temperature will be about 0.5 F warmer than the old normal temperature because the period 1998-2008 was warmer than mid-20th Century norms. See graph below.
Notice than the 1920s and 1930s were as warm as 1998-2008. This was followed by a cooler period from 1940 to about 1978. The warm period of 1998 to 2008 is attributed to a super El Niño in 1998. It appears that the average temperatures have cooled since 2009. It remains to be seen whether this cooling will persist as some predict based on total solar irradiance and sunspot observations (see articles below).
The “normal” temperature baselines have some value to farmers in judging when to plant crops. Energy utilities also use these baselines to help predict energy demand. The “normal” temperature is just a mathematical construct. By choosing longer or shorter periods, the “normal” temperature would be different.
In the wake of the devastating tornadoes in the southeastern U.S., the global warming industry was quick to blame it on climate change and offered it as proof of their unfounded theories.
An article in the Huffington Post is typical of the hype: “Violent tornadoes throughout the southeastern U.S. must be a front-page reminder that no matter how successful climate deniers are in confusing the public or delaying action on climate change in Congress or globally, the science is clear: Our climate is worsening.”
But back on Planet Earth, reality prevailed. Dr. Roy Spencer , a scientist at UAH and NASA, writes,
If there is one weather phenomenon global warming theory does NOT predict more of, it would be severe thunderstorms and tornadoes.
Tornadic thunderstorms do not require tropical-type warmth. In fact, tornadoes are almost unheard of in the tropics, despite frequent thunderstorm activity.
Instead, tornadoes require strong wind shear (wind speed and direction changing rapidly with height in the lower atmosphere), the kind which develops when cold and warm air masses ‘collide.’ Of course, other elements must be present, such as an unstable airmass and sufficient low-level humidity, but wind shear is the key. Strong warm advection (warm air riding up and over the cooler air mass, which is also what causes the strong wind shear) in advance of a low pressure area riding along the boundary between the two air masses is where these storms form.
But contrasting air mass temperatures is the key. Active tornado seasons in the U.S. are almost always due to unusually COOL air persisting over the Midwest and Ohio Valley longer than it normally does as we transition into spring.
A paper published in 2005 predicted the possibility of more tornadoes, given the right conditions: “Colder than normal temperatures in the western US/Canada along with warmer than normal temperatures in the southern United States during La Niña events would act to strengthen the interactions between warm and cold air in the mid-west. There would be an increase in the number of days favorable for tornadic development. This would act to increase the number of violent tornadoes that occur during the late spring-early summer. Large multiple tornado outbreaks are more likely for the same reason.” (Atmospheric Science Paper No. 755, Colorado State University).
“US meteorologists warned Thursday it would be a mistake to blame climate change for a seeming increase in tornadoes in the wake of deadly storms that have ripped through the US south.” (Physorg.com)
“A top official at the National Oceanic and Atmospheric Administration (NOAA) rejected claims by environmental activists that the outbreak of tornadoes ravaging the American South is related to climate change brought on by global warming…There really is no scientific consensus or connection between global warming and tornadic activity….Jumping from a large-scale event like global warming to relatively small-scale events like tornadoes is a huge leap across a variety of scales.” (Fox News)
“The case linking tornadoes to global warming is even sketchier, and the science is far from settled. A 2007 NASA study predicted that the number of tornadoes would increase with global warming. A 2009 study by University of Georgia found the opposite. The number of recorded tornadoes has risen in the last 20 years, but the rise coincides with greater use of Doppler radar and other advanced means of detecting tornadic activity, creating an acute issue of data artifice.” (Washington Times)
The author of the 2009 paper cited above, Thomas Mote, director of University of Georgia Atmospheric Sciences program, “I know it is ironic saying this after last night when we had the most extensive outbreaks in 40 years, but there is some reason to believe we will see drier, more stable conditions in the southern U.S. as a consequence of climate change.” In other words, global warming should result in fewer tornadoes, and that has been the case. The graphic below from NOAA shows the incidence of strong tornadoes since 1950. | <urn:uuid:ab2875a2-0669-4f84-96fa-339b49fa62ef> | {
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Spring S has a relaxed length of s= .85 m and has a force constant ks= 24 nt/m. Spring P has a relaxed length p= .45 m and has a force constant ks= 60 nt/m. Initially, each spring has one end attached to opposite sides of a box so that the distance between their free ends is d= .70 m apart. Their ends are pulled toward each other and joined.
See ATTACHMENT for a diagram showing parameters and physics statements.
a. Find the final length Ls and Lp of each of the joined springs.
b. Find the final amount of potential energy in each spring.
Let xs be the elongation of spring S. Then since the total sum of elongations of both springs is d, the elongation of spring P must be d - xs. By statement C on ATTACHMENT1, using Hooke's Law, we can ... | <urn:uuid:2ba00442-cd80-4c0d-8995-10dde980c3fb> | {
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Option 1: Collect and visualise some data collected from your classroom.
Last year when we were learning about data the kids asked me if we could collect data about our sports day teams. We ended up colouring in graph paper squares for what colour team they were in and voted on our favourite events. Our data was displayed in the class and we discussed the findings as a group.
However, after looking at the Piktochart infographic software I have discovered that we could have had so much more fun displaying our data. Not to mention all of the digital technology…
I decided to look at option 1: "sharing information online safely" or "behaving online appropriately". I haven't taught this in a classroom yet because I mainly do relief work but I found a good unit on "Netiquette" on a website for teachers and parents. www.reallifeonline.ca
It has a lesson plan with fun activities for the class.
When writing up a term plan for Fitness lessons to incorporate into my planning, i recently purchased a Fitbit. I had this thought of "what if all my students wore pedometers, then we could track our steps in our fitness lessons, look at the distance and travel somewhere around the world. We could decide on a destination and step it there throughout the year. We could estimate, we could graph and track our progress as a class effort." If only. In an ideal world, my students in my class would be wearing a fit bit and we could be using fitness to go on a d…
The real time data offers great variety and creates excitement through change. Kids have so many options to question and compare
I enable my students to share their learning through their own blog page which I create using edublogs.org. They are linked to my account so that I am able to monitor any comments and posts. We have created avatars using WeeMee and this becomes their online identity. They are very aware of only using their avatar name online and not providing any photos or personal information.
Option 3: I created a worksheet that would ideally be used as an assessment piece so that the teacher would be able to find out where the students were up to in their understanding of binary. It would be suitable for Year 5/6/7 students who have had experience with binary, as according to the Australian Curriculum where binary can be introduced in Years 5 and 6.
Prior to this worksheet being done by students, they would have had numerous opportunities to explore binary and how numbers are represented in binary, such as through the activity at the following webs…
Option 2- An example of an innovative digital technology:
The Raspberry Pi is a $35 computer that is about the size of a deck of cards. It was developed in 2012 by researchers who wanted to give young people, particularly those in 3rd world countries, the opportunity to learn computer programming. The Raspberry Pi has a 32-gigbyte storage drive and is powered by a solar battery so it can even be used in the desert! What an amazing and inexpensive little device which is helping to make coding accessible to children all around the world.
Option 2: FlightRadar24 has endless amounts of data students can collect and represent. One way it can be used is to take a screenshot of the same area at certain times during the day. Over a week, students could use this information they have collected to work out the busiest times of the day for flying. Clicking on the flight, like I have here, gives you information about individual flights. You can look at destinations, how long each flight is, see which carrier has the most planes in the sky. By googling the type of plane you're looking at you can collect …
Option 1: for option one I have looked at the link for a range of scratch games one that stood out was the idea of a quiz. this could be developed through out a larger unit say Ancient Egypt students will work in groups focusing on a smaller topic and creating a quiz for other students to attempt.
Option 1: I have chosen to make a poster about decomposition and what it entails to be placed in the classroom as a point of reference for students
Option 2: Barrier Games
Barrier games are a great way for students to explore a sequence of instructions and they can be lots of fun. They can also be linked to most learning areas as well as support students to develop their vocabulary and oral language. Students also learn the importance of giving detailed instructions and the order of sequence.
Last year, with my primary class, we had been learning about shapes in maths and one of the activities I got students to undertake was a barrier game to help develop their knowledge of the shapes. Students work…
I like the option of exploring past and present technologies within the home. Students could choose a room in the home that interests them to explore and compare the changes and the aspects that have remained the same, eg: a refrigerator, clocks, tools used in the garden or on the farm. There are many similarities in basic process so students could discuss the benefits of some of he added extras – computers screens in fridge doors or GPS navigation in headers.
Option 2: The Atlas of South Australia (see link below), Naturemaps (http://www.naturemaps.sa.gov.au/) and the National Geographic Mapmaker (http://mapmaker.education.nationalgeographic.com/) are all websites that gather vast amounts of data from censuses (cens…
Visual Programming – Option 1
Using Scratch to create an animated name. Scratch is new to me, it all made sense as I was working through the module, but then when I went to do things, I was lost. I think students would really enjoy doing something about themselves while learning how Scratch works in a supportive environment.
I still need more time to play!
My name is Jasmin, I'm an early career teacher working at Woodville Gardens School in SA. I love using technology with my students and look forward to learning more about the Digital Technologies curriculum and developing some engaging resources along the way!
The Australian Open Tennis website has live data and statistics about games, players, service speed, etc. This is very topical and students can chose a statistic to track & represent in their own way.
Option 3: I think there's great potential here to connect explorations of the history of technologies with other aspects of the Australian Curriculum. In particular, I think I would like make connections with the exploration focus of the Years 4-6 History Curriculum.
For example, it could be interesting for students to engage in an inquiry that examines a number of elements of exploration in the past and the present: transport, communication, navigation and shelter for example. Comparison of the conditions of Douglas Mawson's expedition to Antarctica co…
Option 2 – i found when teaching JP students about data and interpreting data it is useful to use visual aids such as interactive games to reinforce what has been taught. These data handling games and activities help children to understand how data can be displayed in various ways including pictograms, bar charts, pie charts and tally charts. They provide opportunities for data analysis and for children to create their own bar and tally charts.
As a volunteer firefighter with CFA I have seen developing digital technologies have a significant on the safety and way we approach fire fighting. On the fire ground the new digital radios ensure VicFire know who we are the minute we press the button to talk (decreasing confusion around what appliance is where), in a mayday situation we can give a specific grid position so others know where we are and soon VicFire will be able to plot he position of all appliances on the fire ground.
For the community the linking of advice warnings to smart phone apps has mad…
There are so many different ideas that come to mind with this task that link in brilliantly with Science and English. My class and I always have a lot of fun with procedure writing because they know that they will swap procedures with at least one other student and do exactly what the instructions say, much like the 'Jam Sandwich' example as a test of how well the procedure has been written. Once completed students swap back and if needed add more detail to particular steps in order for others to interpret them more easily.
In Science flow charts, like … | <urn:uuid:95668ae3-1e88-485f-b64e-46319bcd9655> | {
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Also found in: Dictionary, Thesaurus, Medical, Legal, Acronyms, Encyclopedia, Wikipedia.
Related to scarlet: scarlet fever, scarlet letter
A woman who is ostracized because of promiscuous behavior. Once everyone learned of her affair, she moved away from the city, rather than staying and being labeled a scarlet woman.
A dark reddish dye that is used as a biological stain. You can see that the fat in that tissue sample has been stained scarlet red.
a scarlet woman(old-fashioned)
a woman who people think is morally bad because she has sex with a lot of men She was labelled a scarlet woman and excluded from polite society.
A prostitute, an immoral woman, as in Malicious gossip had it that she was a scarlet woman, which was quite untrue. This expression first appeared in Revelation 17:5, describing Saint John's vision of a woman in scarlet clothes with an inscription on her forehead, "Mystery, Babylon the Great, the mother of harlots and abominations of the earth." Some interpreters believe she stood for Rome, drunk with the blood of saints, but by about 1700 the term was being used more generally for a woman with loose morals. | <urn:uuid:8aa8ba02-b9f1-445d-aa17-432583db7d9d> | {
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The data is hard to believe:
It has long been known that dyslexics are drawn to running their own businesses, where they can get around their weaknesses in reading and writing and play on their strengths. But a new study of entrepreneurs in the United States suggests that dyslexia is much more common among small-business owners than even the experts had thought.The report, compiled by Julie Logan, a professor of entrepreneurship at the Cass Business School in London, found that more than a third of the entrepreneurs she had surveyed — 35 percent — identified themselves as dyslexic. The study also concluded that dyslexics were more likely than nondyslexics to delegate authority, to excel in oral communication and problem solving and were twice as likely to own two or more businesses.
Keep in mind that only 10 percent of Americans are believed to have dyslexia, so the percentage of business owners with dyslexia is a very significant aberration. The explanation seems to be that children with dyslexia develop compensatory mechanisms that allow them to excel in business. They turn a potential disability into a new set of cognitive skills.
One reason that dyslexics are drawn to entrepreneurship, Professor Logan said, is that strategies they have used since childhood to offset their weaknesses in written communication and organizational ability — identifying trustworthy people and handing over major responsibilities to them — can be applied to businesses.”The willingness to delegate authority gives them a significant advantage over nondyslexic entrepreneurs, who tend to view their business as their baby and like to be in total control,” she said.
The larger moral of studies like this is that we should never underestimate the importance of neurodiversity. At first glance, dyslexia might seem like an unequivocal disability, a brain disorder that we’d be better off without. But nothing in the mind is that simple, is it? | <urn:uuid:cac29aa8-20a5-4cef-b98b-6cacd4c1cc68> | {
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By Sean Carleton, Andrea Eidinger, Carolyn Podruchny. This is an Active History/Unwritten Histories Collaboration.
We are living in unprecedented times, or so we are being told by many commentators, health experts, and politicians these days.
Just last week, Dictionary.com released a list of “The Best Words to Use During Unprecedented Times” to help people describe their experiences during the COVID-19 crisis. The first word was “unprecedented.” The website explained, “If you’ve been keeping up with the news, you’ll have seen this word used quite a lot. Instead of defaulting to “I’ve never seen anything like this before,’ say ‘This is completely unprecedented.’”
Though the world has never seen a coronavirus pandemic quite like we are currently witnessing, that does not mean that what we are experiencing is “completely unprecedented.”
COVID-19, as a global pandemic, is extraordinary but it is not unparalleled. Indeed, we can learn how to respond to the current crisis, in part, by studying how people responded to past pandemics, including the influenza epidemic that spread around the globe in 1918–1919. That pandemic killed an estimated 50 million people globally; in Canada, the influenza epidemic claimed 55,000 lives.
Drawing inspiration from a list of sources on the history of epidemics (that ignored Canadian scholarship) recently posted by the Society for the Social History of Medicine, we have compiled the following resource guide to direct people to available sources (a mix of popular and scholarly materials) on the 1918–1919 influenza pandemic in Canada. It has historically been known as the “Spanish Flu” pandemic, but this terminology is now considered outdated and unhelpful as there is no evidence that this pandemic originated in Spain. Thank you to Maureen Atkinson, Merle Massie McGowan, Carla Peck, and Adele Perry for this clarification.
What appears below is not an exhaustive list, so please add suggestions in the comments below and we will add them to the list.
We are grateful to the following contributors, who provided such wonderful suggestions: Katrina Ackerman, Maureen Atkinson, Kate Barker, Tarah Brookfield, Samantha Cutrara, Peter Gossage, Martin Hubley, Anne Marie Lane Jonah, Merle Massie McGowan, Erin Morton, Sasha Mullally, Neil Orford, Carla Peck, Adele Perry, Mary-Ann Shantz, Deb Trask, Christina Wakefield.
Kate Barker, “Killer Advertising – How Canadians were Sold the 1918-1919 Influenza Pandemic,” Borealia, March 23, 2020.
Hallie Brodie, “Weathering an Epidemic: A Look at the U of A During the Spanish Flu,” The Quad, November 29, 2018.
Marcelle Cinq-Mars, “1918 Spanish Flu Epidemic,” Library and Archives Canada Blog, November 29, 2018.
Mike Clare, “Commemorating the Forgotten Plague Through the Classroom,” Active History, January 31, 2018.
Ruth Craig, “Why Did the 1918 Flu Kill So Many Otherwise Healthy Young Adults?” The Conversation, November 9, 2017.
Véronique Dupuis, “La Grande Guerre de Blanche-Olive Lavallée: le travail des infirmières dans les hôpitaux militaires canadiens au temps de la grippe espagnole,” Histoire Engagée, March 18, 2019.
Andrea Eidinger, “A Guide to Online Resources for Teaching and Learning about WWI in Canada,” Unwritten Histories, November 1, 2016.
Jane Jenkins, “Cures, Clothes, and Comfort: Profiting from the 1918 Influenza Pandemic,” Acadiensis, April 13, 2020.
Magda Fahrni and Esyllt W. Jones, “What Difference Does a Century Make? Pandemic Responses to Influenza and COVID-19,” NiCHE, April 1, 2020.
Esyllt W. Jones, “The Distance Between Us: The Implications of Pandemic Influenza in 1918-1919,” Active History, March 14, 2020.
Esyllt W. Jones. “What is Forgotten? Influenza’s Reverberations in Post-War Canada,” Active History, January 30, 2018.
Catherine Lavoie and Karen Bilodeau, “Les registres de l’État civil : le cas de la grippe espagnole de 1918,” Instantanés, July 31, 2019.
Laura Madokoro, “Coronavirus: Racism and the Long-Term Impacts of Emergency Measures in Canada,” The Conversation, March 22, 2020.
Merle Massie, “1918 Flu in Biggar,” March 18, 2020.
Jenna Murdock Smith and Alexandra Haggert, “Spanish Flu Pandemic Centenary: New Co-Lab Challenge and a Travelling Exhibit,” Library and Archives Canada Blog, September 12, 2018.
Neil Orford, “Going Viral: Spreading the 100th Anniversary of the Spanish Flu Pandemic One Story at a Time,” Active History, January 29, 2018.
Ellen Scheinberg, “Piecing Together a Pandemic: Unearthing Elusive, Eclectic, and Authenic Stories of the Flu,” Active History, February 1, 2018.
Bill Waiser, “History Matters: 1918 Spanish Flu led to Saskatchewan’s first female MLA,” Saskatoon StarPheonix, November 22, 2016.
Kathryn Whitfield, “The Spanish Flu: Honouring Canada’s Lost Voices Through Digital Storytelling,” Ingenium Channel, June 10, 2019.
History Education/Lesson Plans/Activities
Samantha Cutrara, “Imagining a New ‘We’ – Spanish Flu” series.
-Samantha Cutrara in conversation with historians about teaching history during the pandemic.
“Don’t Worry, Keep Your Feet Warm – The Spanish Flu in Ontario,” Archives of Ontario .
Thinking Historically about Pandemics, Seven Oaks School Division, Winnipeg.
Thomas Peace, “Bringing the Flu Into the Classroom,” Active History, March 16, 2020. .
The Spanish Flu (Defining Moments)
-This website includes basic information on pandemics, stories from the 1918-1919 influenza pandemic, a story map examining how different communities in Canada experienced the pandemic, an artifact gallery, and lesson plans.
Remembering the Forgotten Dead: Nova Scotia and the Great Influenza Pandemic of 1918-1920
-This website contains informative essays, primary sources, as well as teaching resources.
-Rick Harp in conversation with Mary Jane McCallum.
-Sean Kheraj in conversation with Esyllt W. Jones.
Selected Online Primary Sources Collections
-International, but includes articles and clippings about the pandemic in Canada.
The Spanish Flu in Saskatchewan – Provincial Archives of Saskatchewan (disponible on Français)
-Newspapers, newspaper ads, government records, local histories, and archival collections related to the pandemic in Saskatchewan.
-Some newspapers documenting the experiences of Haligonians during the pandemic.
-Mostly lists archival collections of interest for researchers on the pandemic, but we thought it was important to include this anyways.
Selected Secondary Sources
Marble Allen, “‘Halifax was plunged into Gloom’: The Impact of the Spanish Influenza Pandemic on Nova Scotia,” Journal of the Royal Nova Scotia Historical Society 22 (2019): 8–31.
Joan Champ, “The Impact of the Spanish Influenza on Saskstchewan Farm Families,” Prepared for Saskatchewan Western Development Exhibit, “Winning the Prairie Gamble,” 2005, January 13, 2003.
Magda Fahrni, “‘Elles sont partout…’: Les femmes et la ville en temps d’épidémie, Montréal, 1918-1920.” Revue d’histoire de l’Amérique française 58:1 (Summer 2004): 67–85.
Magda Fahrni and Esyllt W. Jones, eds., Epidemic Encounters: Influenza, Society, and Culture in Canada, 1918–1920 (Vancouver: UBC Press, 2012).
Mark Humphries. The Last Plague: Spanish Influenza and the Politics of Public Health in Canada. Toronto: University of Toronto Press, 2013.
Jane E. Jenkins, “Baptism of Fire: New Brunswick’s Public Health Movement and the 1918 Influenza Epidemic,” Canadian Bulletin of Medical History, 24:2 (Fall 2007): 317–342.
Esyllt W. Jones “‘Co-operation in All Human Endeavour’: Quarantine and Immigrant Disease Vectors in the 1918–1919 Influenza Pandemic in Winnipeg.” Canadian Bulletin of Medical History, 22: 1 (2005): 57–82.
Esyllt W. Jones, “Contact Across a Diseased Boundary: Urban Space and Social Interaction During Winnipeg’s Influenza Epidemic, 1918–1919.” Journal of the Canadian Historical Association 13: 1 (2002): 119–139.
Esyllt W. Jones, “Politicizing the Labouring Body: Working Families, Death and Burial in Winnipeg’s Influenza Epidemic, 1918–1919,” Labor: Studies in Working-Class History in the Americas 3, no. 2 (2006): 57–76.
Esyllt W. Jones, Influenza 1918: Disease Death, and Struggle in Winnipeg (Toronto: University of Toronto Press, 2007).
Mary Ellen Kelm, “British Columbia First Nations and the Influenza Pandemic of 1918–19,” BC Studies 122 (Summer 1999): 23–48.
Janice Kickin, “Pale Horse/Pale History? Revisiting Calgary’s Experience of the Spanish Influenza, 1918–19,” in Harm’s Way: Disasters in Western Canada, ed., Anthony Rasporich and Max Foran (Calgary, University of Calgary Press, 2004), 41–68.
Maureen Lux, “‘The Bitter Flats’: The 1918 Influenza Epidemic in Saskatchewan,” Saskatchewan History, 49: 1 (1997): 3–13.
Heather MacDougall, “Toronto’s Health Department in Action: Influenza in 1918 and SARS in 2003,” Journal of the History of Medicine and Allied Sciences 62, no. 1 (2007): 56-89.
Craig T. Palmer, Lisa Sattenspiel, and Chris Cassidy, “Boats, Trains, and Immunity: The Spread of the Spanish Flu on the Island of Newfoundland,” Newfoundland and Labrador Studies, 22: 2 (2007). https://journals.lib.unb.ca/index.php/NFLDS/article/download/10120/10397
Naill Philip Alan Sean Johnson and Juergen Mueller, “Updating the Accounts: Global Mortality of the 1918–1920 ‘Spanish’ Influenza Pandemic,” Bulletin of the History of Medicine 76: 1 (February 2002): 105–115. | <urn:uuid:9dc75948-8b05-4915-adca-3acf1654e269> | {
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The shipping industry and the bodies that regulate it have slowly wised up to the damage caused by unrestricted marine emissions. But there’s another shipping emission whose effects are much less well understood, and the regulation of which is at a much earlier stage than the likes of CO2, sulphur oxides and particulate matter.
Noise generated by shipping traffic, as well as other offshore and coastal human sources, has been demonstrated to have impacts on marine life – from marine mammals and fish to invertebrates – but until more comprehensive data is gathered and we have a better grasp on the interactions between man-made acoustics and underwater wildlife, these impacts will remain unknown.
The European Union (EU), which has taken a leadership position in the field by categorising underwater noise as a general marine pollutant under its Marine Strategy Framework Directive, acknowledges the data deficit.
“The effects of underwater noise are not fully understood,” reads a European Commission fact sheet. “One reason for this is that only for a few species of mammals and fish [have] tests been performed to identify hearing range and sensitivity. But even if an individual hears the noise, we are not sure how it will react or what damage will be done.”
The bigger picture on underwater noise
To combat this information shortfall, larger-scale underwater noise studies in Europe have been ongoing. A broad partnership of countries bordering the Baltic Sea conducted the Baltic Sea Information on the Acoustic Soundscape (BIAS) study between 2012 and August last year, providing valuable information on the region’s acoustic interactions and developing the first standards for underwater recording of ambient noise.
In the UK, meanwhile, the Centre for Environment, Fisheries and Aquaculture Science (Cefas), an agency of the Department for Environment, Food and Rural Affairs (Defra), has formed a coalition with several organisations and academic institutions to develop a bigger picture of subsea noise in UK waters.
The initial partners – comprising Cefas, Marine Scotland Science and the University of Exeter – collected data at a range of sites around the UK coastline in 2013 and 2014, to get a better overview of the acoustic situation on a wider scale for the first time. The results of the study were revealed in November last year, in the article ‘Underwater noise levels in UK waters’, published by the Nature journal.
“We were obviously aware that the English Channel is a major shipping lane, and there have been a few studies around different coastal sites in the UK showing that shipping noise as well as other sources were contributing to underwater noise levels,” says Cefas principal scientist for noise and bioacoustics Dr Nathan Merchant, who was the lead author on the study. “What we didn’t have was longer-term measurements and broad spatial coverage of the UK. So this is the first study to achieve that.”
UK underwater noise: mixed results
The study’s findings revealed a relatively wide array of underwater noise conditions around the UK, with results both encouraging and concerning. Relatively high noise levels in the North Sea came as little surprise due to heavy shipping traffic, but the University of Exeter’s noise monitoring station in the Celtic Sea recorded relatively little noise, despite being located just 15km from a major shipping lane.
“It may well be to do with the particular topography of the seabed [at the Celtic Sea site], and the properties of the environment,” says Merchant. “But relatively speaking, the Celtic Sea was quiet, and in the southern and northern North Sea there was rather more noise. In the Inner Moray Firth, there was also relatively low noise levels, and that’s quite good news because it’s a Special Protection Area for some marine mammals. So that was reassuring.”
Though the study’s findings are interesting in themselves, Cefas considers them to be the start of a much larger ongoing project to establish permanent underwater noise monitoring around the UK, bringing in more partners in the form of the University of Bangor and the University of Newcastle, while Cefas sets up new stations in the southern North Sea and the English Channel. The recent results will form a vital benchmark to help build a picture of whether noise levels are improving, deteriorating or remaining static over time.
“We’ve been talking a lot with our partners at the universities and drawing up agreements,” says Merchant. “The plan is to commence monitoring next financial year, so in April 2017.” One of the major conclusions from the Cefas study was a statistical analysis revealing that detecting subsea acoustic trends will require several decades of data acquisition and analysis, necessitating a permanent monitoring network to gather the evidence and crunch the numbers.
Shipping’s noisy footprint
While commercial shipping is considered to be the largest contributor to underwater noise in most regions (certainly in the UK), other sources such as onshore industrial activities, fishing and acoustic deterrent devices have been cited as well. So what is the scope and geographic footprint of shipping-specific noise in the UK?
Automatic identification system (AIS) data reveals the major shipping routes around the UK – first and foremost through the English Channel and the Dover Strait – but also with significant movements up and down the east and west coasts of Britain and around the tip of Northern Ireland, which is where shipping noise is likely to be loudest.
Man-made underwater noise can broadly be separated into ‘impulsive’ noise (i.e. sudden and intermittent) and ‘continuous’ noise, which is primarily associated with the constant hum of ship engines as they pass over the sea’s surface.
While specifics will take time to emerge in detail, potential negative impacts caused by this kind of underwater noise include so-called acoustic masking, whereby propulsion noise drowns out or reduces the range of the acoustic communication used by marine mammals and certain fish species. Fish species with schooling behaviours may also be disrupted, as persistent noise may interfere with contact calls, splitting groups into smaller schools with lower efficiency when it comes to finding food.
“Other effects are things like inducing physiological stress, so disturbance from the presence of a ship or ship noise can heighten the physiological stress levels, and that has long-term consequences for health, as it does in humans,” Merchant adds. “In the terrestrial environment, we’re aware that traffic noise, for example, has long-term effects on cardiovascular health and so on, through raised stress levels. It’s a similar idea.”
Acoustic focus: driving global change
Although broad legislation on shipping noise is still a ways off, there are ways in which the shipping sector can reduce its acoustic impact on the marine environment. The International Maritime Organization (IMO) released guidelines on ‘ship quieting technologies’ in 2014, and as Merchant elaborates, the main emphasis should be on muting the racket created by ship propeller cavitation, or the bubbles of steam created as the vessel’s propeller generates pressure against the water. When these bubbles collapse, the noise created covers a wide frequency range, potentially increasing the acoustic masking effect.
“Reducing cavitation through propeller design and through the design of the hull specifically to reduce turbulence going into the propeller are ways in which cavitation noise can be reduced,” Merchant says. “Economically speaking, if that happens at the design stage, that’s the most cost-efficient way to do it. Retro-fitting is obviously going to be more expensive. You can also reduce engine noise with better vibration isolation of the hull, for example.”
But where are the drivers for wide-scale industry change on underwater noise going to come from? Merchant highlights some individual examples of regions encouraging change in this field, citing Canada’s Port of Vancouver in particular, which he says is considering incentives, such as reduced port fees for quieter vessels, to help protect nearby orca populations, with hydrophones installed on the approach to the port to monitor the acoustic characteristics of incoming ships.
Some industry change could be derived from making the business case for quieting technologies, which could, Merchant says, bring associated environmental and economic benefits to vessel operators. “Quieter propellers tend also to be more efficient, so there are knock-on benefits in terms of CO2 reduction and cost savings as well,” he says. “So they may well come as a package of beneficial measures.”
In the end, however, co-ordinated international action will be required to apply any legislation evenly, as “no trading nation would want to put themselves at a disadvantage by having a big difference in their environmental standards,” Merchant notes. Although any potential emission control area-style protected zones for underwater noise would be years off, Merchant believes “measures along those lines are within the realm of possibility”.
Given that international mechanisms and institutions such as the EU, the IMO and the OSPAR Convention will play a key role moving forward, could the UK’s upcoming exit from the EU hamper its ability to feed into the evolving international conversation on underwater noise?
“It’s important to realise that the EU isn’t the only forum through which we cooperate,” Merchant asserts. “OSPAR in particular is a very important coordination forum for us. Regardless of whether we’re in the EU or not, we’ll be coordinating with our European partners, and partners within OSPAR, to ensure that our approach to this is as joined-up and coordinated as is reasonable.” | <urn:uuid:57736982-4629-41bd-babf-c85458bed457> | {
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If you are the student of the BTech, BCA or MCA you must aware of the fact that we all have to build a project in our last semesters but after searching the net and going through various site we don’t have the full explanation to “How to build a Project using a particular language”. So here we are to help you by explaining each and every step to create your own project with no one’s help but yours.
Xampp, Phpmyadmin, htdocs
Starting with the PHP language by explaining each and every step going further we have,
Step 1: Install a server like XAMPP or WAMP. Download the xampp for apache server and install it as per your requirement.
Step 2: in xampp you should look into htdocs and you can create a New Folder for the collection of the code you will be creating [optional].
Step 3: start apache server by click on the control panel of xampp. if port 80 is free, no issue otherwise unblock it using these links
In XAMPP panel START the MYSQL module.
Step 4: To start or see the DBMS which is on MySQL go the URL and type localhost/phpmyadmin
Step 5: Create a new Database, or create a table, insert a record into just click and view. no need of code, however for every action, a code snippet can be seen by you. for local server or web server To access the database we must need the Username and the Password. by default username root and password is blank.
<html> <title> My first Page</title> Hello what's your name <form action="#" method="post"> <input type="text" name="val"> <input type="submit"> </form> <?php if(!empty($_POST['val'])) echo $_POST['val']; else echo "write something"; ?> </html>
After having the rough idea of how the first program of PHP looks like let’s move onto the exact program which works and give some reasonable output. The code is as follows:
<html> <head> <title>First Form for project </title> </head> <body> <h1>Form</h1> <h2>Form</h2> <p>Hi this first paragraph <br/> Ok new line. <br/> after the line <a href="https://coderinme.com" target="_blank"><img src="l-2.png" Title="Click here"></a> </p> <form action="#" method="post"> <input type="text" name="val"> <input type="number" name="val1"> <input type="date" name="val2"> <input type="checkbox" name="val3">hhh <input type="radio" name="val">male <select name=""> <option value="Saif">Saif</option> <option value="Neha">Neha</option> <option value="Daud">daud</option> </select> <input type="submit"> </form> </body> <?php if(!empty($_GET['id'])) echo $_GET['id']; else echo 'get value not present'; if(!empty($_POST['val1'])) echo "<br/> ".$_POST['val1']; else echo "<br/>write value in 2nd field"; ?> </html>
As we have seen that in the very first program we just learn to print something.Now I this code we begin as:
- First simply give the title in the ‘title’ tag then in the body giving the heading Phrase to print the heading with all the format of Heading 1 and 2.
- After that starting the new paragraph with <p> following with the break tag </br> to break the line from that point.
- In the third category, explaining how to go on the particular page by giving the URL of that page as <a href = “https://coderinme.com” target= “blank”>.
- To show any image we have to use <img src> by defining the name and giving the title of the image like <img src=”l-2.png” Title=”Click here”>.
- Next creating a form with different input tags i.e. tags to input the data with different data types like
<form action=”#” method=”post”>
<input type=”text” name=”val”>
<input type=”number” name=”val1″>
<input type=”date” name=”val2″>
<input type=”checkbox” name=”val3″>hhh
<input type=”radio” name=”val”>male
In this we define text, number, date, checkbox and radio button providing values of checkbox and radio button.
- Then declaring the drop down values in <select> tag and giving the option in <option value> in
- Starting the php code in <?php> tag we are having the name which we entered in url in GET as if(!empty($_GET[‘id’])) if we write id after url like https//coderinme.com/?id=coderinme then this id will get by GET.
- In the next POST, the input tag value of the HTML code will get as in above code we are inputting the Name in tag thus it will get by the POST tag as in
- The difference between the GET and the POST is that GET is not safe as we can see this in URL but POST is safe as we don’t find it in the URL it will be fetched through the code.
This is all the explanation of the two youtube videos of CoerInMe channel. In the next post we’ll explain about the next video.
To watch Youtube videos go to:
All rights reserved. No part of this Post may be copied, distributed, or transmitted in any form or by any means, without the prior written permission of the website admin, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the owner, addressed “Attention: Permissions Coordinator,” to the admin @coderinme | <urn:uuid:4e4e3838-7734-4460-adf4-3644142b08e1> | {
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Wilderness: Fractures or Dislocations Topic Guide
Fractures or Dislocations: Fractures are breaks in bone and are classified according to several different categories. Compound fractures are the most dangerous; the bone is broken into fragments that come through the skin. Treatment includes setting the broken bone and splinting the injury, among other steps. Steps are taken to prevent infection if the skin is broken.
Stress Fracture A stress fracture is an overuse injury of the bone. Typically, stress fractures occur in the
Expert Views and News | <urn:uuid:c0a329a7-1e90-4303-a638-69fc9f779694> | {
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There are many differences between men and women, some more obvious than others. While these differences can be frustrating at times, they also make life interesting and exciting. In this blog post, we will take a look at some of the key differences between men and women. We hope that by understanding these differences, we can learn to better communicate and work together. Stay tuned for more!
Who is Man?
Man is a category of beings that includes all living human beings. Man is also an anthropomorphic figure that represents humanity as a whole. In addition, Man is often used to refer to male human beings specifically. Man has been described as “the measure of all things,” and he has been the subject of philosophical and religious contemplation since antiquity. Man is also the protagonist of many works of literature, art, and film. Man is an intricate and complex being, and his definition remains a subject of debate. However, one thing is certain: Man is a significant part of the human experience.
Who is a Woman?
Woman is a word that can be used to refer to an adult human female, or someone who identify as a woman. Woman can also be used more broadly, to refer to all people who identify as female, regardless of their age or assigned sex at birth. The word woman is thought to come from the Old English word wifmann, which means “female human being.” Woman has been in use as a gender-neutral term since at least the late 1970s, and its use has increased in recent years as more people have become aware of and rejected the traditional gender binary. While some women prefer to use other terms, such as womxn or womyn, to emphasize their rejection of the patriarchal connotations of woman, the vast majority of English speakers still use the word woman to refer to adult female human beings.
Difference between Man and Woman
Man and woman differ in many ways. The most obvious way is that men have more muscle than women. In fact, women have less muscle and bone mass than men. Men also have larger hearts and lungs, on average, than women.
- This difference in size is due to hormones and genetics. Another difference between men and women is that men tend to be taller than women. This is again due to hormones and genetics. Men also have more Man and woman differ in many ways. The most obvious way is that men have more muscle than women. In fact, women have less muscle and bone mass than men.
- Men also have larger hearts and lungs, on average, than women. This difference in size is due to hormones and genetics. Another difference between men and women is that men tend to be taller than women. This is again due to hormones and genetics. Man also has more facial hair than woman. This is due to the higher levels of testosterone in men.
- Testosterone is a hormone that regulates the development of male characteristics such as facial hair. Finally, men and women differ in their reproductive organs. Men have testes where they produce sperm while women have ovaries where they produce eggs. These differences are what enable men and women to reproduce. Man can impregnate a woman but a woman cannot impregnate a man because she lack the gametes (sperm) needed for fertilization whereas man has them (testes).
We’ve looked at some of the key differences between how men and women think, feel, and process information. While there are generalizations that can be made, it’s important to remember that everyone is unique. What works for one person might not work for another. If you want to create content or design your website with a specific gender in mind, do your research and test your ideas before rolling them out. | <urn:uuid:694f52bb-9ede-4bb7-bcb4-c7c810b7510c> | {
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Entire Course Link
Review Table 2.6 in Ch. 2 of the text, Introduction to Human Services, paying close attention to dismantling the welfare system.
Table 2.6 will give summary points of key actions which were a factor in assessing the needs of the people. In 1978 President Jimmy Carter established two key agencies:
Create an 8- to 12-slide PowerPoint® presentation highlighting the salient points of each agency. In your presentation provide a synopsis of the following:
You will find significant content related to President’s Carters accomplishments. Use your critical thinking to locate information that will be useful in your presentation. The following statement was made by President Carter:
The greatest discrimination in the world how is against poor people.
Submit your assignment using the Assignment Files tab. | <urn:uuid:9eb6c617-5022-4473-b4ea-2a1dd8939b99> | {
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This term refers to a wide range of water dependent habitats often, but not necessarily, found adjacent to ponds, lakes
or rivers. Examples in the Valley include:
Carr is woodland that has long periods of waterlogging. Alder and Willow trees dominate in these conditions. Not surprisingly Alder is a feature of the Valley, it is valuable for wildlife, with flocks of Great Tits, Blue Tits and Siskins often seen around them in winter.
Beneath the trees where light reaches the ground the flora can be dominated by bramble. In wetter spots sedges occur, commonly Remote Sedge but in three woodlands the nationally scarce Carex elongata (this has the local name Gingerbread Sedge) is found.
Broad Buckler Fern and Male Fern also like these damp shady conditions, with just a few specimens of the spectacular Royal Fern known.
Top of page
Reedbeds are surprisingly rare in the Valley with just two examples, both based on old silt beds associated with gravel extraction. A specialist fauna is found here:
- Reed and Sedge Warblers
- Wainscot Moths
Whilst species variety is restricted, numbers of those that can survive can be large.
Top of page
Marsh & swamp
Mash and swamp communities have also developed on old silt beds. These can support a wider variety of plants and animals than reedbeds:
- Rushes, Sedges and Reedmace dominate the plant life
- Yellow Loosestrife, Purple Loosestrife, Yellow Flag and many other plants also flourish
A wide variety of invertebrates like these conditions.
The nationally rare bee Macropis europea (no common name) has its stronghold in the Surrey/Hampshire area relying on Yellow Loosestrife.
Pools and ditches can hold:
- Dragonflies eg Ruddy Darter
- Water spiders
- Leaf beetles
A special guide to the 30 species of Dragonflies and Damselflies to be found in the Blackwater Valley is available. Click here for further information.
Teal and Mallard also use these small pools in winter, whilst swans often use small islands hidden in these areas to build their nests. | <urn:uuid:31df3590-6e0a-46e2-8121-080c796a77b2> | {
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beat around the bush
beat around the bush (Englisch) — لا مزيد من اللف و الدوران
beat around the bush — يلف و يدور حول الموضوع
beat around the bush — This originally refers to using tools or hands to flush out, chase out quarry in a hunt. Its used when you are unable to directly grasp, capture the quarry. Today it means to get straight to the point. No messing around. No 'hem and hawing' (delaying).
beat around the bush — 1to aprroach something/someone indirectly or too cautiously
2to speak evasively
3to stall/waste time
4to avoid answering a question or to avoid talking about something that is important
beat around the bush — When someone doesn't say something directly and avoids to get to the point.
beat around the bush — To approach a problem or a concern indirectly usually with concern for another's feelings or what might happen to you as a result. "He wasn't sure who took his money. Instead of saying directly that she took it, he just beat about the bush without pointing a finger."
beat around the bush — to avoid answering a question
beat around the bush — Avoiding the main topic. Not speaking directly about the issue.
beat around the bush — mag-pa-ligoy-ligoy
ayaw deretsahin, ayaw tumbukin ang ibig sabihin
magpa-ikot-ikot ng salita
beat around the bush — Όταν κάποιος αποφεύγει να μιλήσει ξεκάθαρα
beat around the bush — Nem beszél egyenesen a témáról.
beat around the bush — حاشیه نرفتن
/بحث رو عوض نکردن
beat around the bush — Okolišati, izbegavati direktne odgovore, vrdati. Obilaziti kao kiša oko Kragujevca.
beat around the bush — lafı dolandırmak
beat around the bush — Lafı dolandırmak, genelde nahoş olduğundan dolayı
Übersetzungen von "beat around the bush"
"beat around the bush" in lyrics
Be peace, put him a kiss, we have the notice
Let her shave up, Fouiny got to flee flee
The ambiance here is not halal, I'm ordering a net net
You will beat around the bush like the faced boob
I quit cooking you are not in your plate
my friend, so alone that I pretend you're sharing your story with me,
my friend, let's see if one of these days,
I'll finally learn to speak
without having to beat around the bush,
since all this history matters to me
because you are my friend.
When I make a point to be straight with you then
In lieu of the innuendo, in the end, know my intent though
I Brazilian wax poetic, so pathetically
I don't wanna beat around the bush
Foxtrot Uniform Charlie Kilo
Foxtrot Uniform Charlie Kilo
And say it the way it is or not at all
Say it the way it is or never
Why do you beat around the bush all the time
If you have something to say
And say it the way it is
Take your hand off of my hand ...
Then I comb my hair and beat around the bush
I shave my teeth every day, put my life on stand-by
Your look becomes stern, the time becomes few - I am not slow
But girl, I'm just saying,
If you got a man back home, I don't know him
What, just keep it on the hush
Pocket full of trees, don't beat around the bush
Walk on green, I can even hear the putt
K.O shawty when I hit her with a punchline
But you can save your 'sorrys' and your 'I love yous'
I can say I'm done, in a million ways
But let's not beat around the bush
Let's cut to the chase
You changed, I changed
Smash you out the stratosphere, flashy as a matador
When I'm dressed like Theo's Dad
In a coogi listening to Kool G Rap
I won't beat around the bush like a seventies porn
I'll make you wish that you never been born
Does this come from indecision
Please give me a hint to get me through
Myriads of reality makes me beat around the bush
Decapitated directly and completely everyday
Love me, return, if only I could
My bass and drum will move you
Put away your cute side and just go crazy – I’m your future
Seeing kids play mindlessly like a circus – I’m sick of it – oh my jesus
You can beat around the bush but you’re a mouse in a trap
If you’re not gonna attack then just run away
Bell-ringers wander about the world.
The bells are battered and cracked.
Why do we beat around the bush now,
On our own field like an underground?
If a Bell wasn't casted for us,
if you love me, no need to be considerate, can you make everything clear?
what are you doing? why are you making it so complicated?
don't beat around the bush, what are you doing?
if you love me, tell me frankly, playing dumb won't get you anywhereLydia - What are you doing?
Come my love, look at me, I'm the green house on the avenue...
I am fruit on this hill, I am one of these people
I often beat around the bush, because I'm shy, and I won't fool myself.
I'm not intimidated by the thief or the police
I have my own point of view, and God guides me
What can you do?
When the way that you're going only goes around in a circle
What can you do?
When even the bush you're beating around has lost it's thorns[fn]"Um den heißen Brei schleichen" means literally "to sneak around the hot broth." It's an idiom that means "to beat around the bush." [/fn]
If you're getting in your own way, and you're in conflict with yourselfJennifer Rostock - Get the Hell Out of There
You wanna feel my depth but my heart is deaf when I talk to you.
A viscous game that we play,
See, nowadays, they say love and hate are one in the same.
You let me beat around the bush, until you're sick of my games.
It's never fair because you care and I just transfer the blame.
I transfer my pain, a shame to know that you could do better.
I'm getting on in Tel Aviv and getting off in Binyamina
You only like to beat around the bush
In the squares it's a bit dark and you touch
I have a lot of fears, I told only you
Married into this family and I'm datin' a bunch of outlaws
Even the children drawing guns out of little crayon box
Playing with scissors, cuttin' straight to the point
Don't need to beat around the bush we takin' shots to the groin
Take what I want, take what I need, and do it all with dignitySkylar Grey - Straight Shooter
before even trying
me for size
No credit, I'm not bought and sold[fn]"je suis cash" is a trendy expression meaning "I'm very outspoken", "I don't beat around the bush" or "I am an upright, if a bit rough, person".
I did what I could to preserve the puns on money[/fn]
Either you follow me or you quit.
Some people don't recognize their luck
Exactly at this moment they don't know the right word
They beat around the bush
Until someone comes who takes it from them
I’m still young but my emotions aren’t young
Don’t just think of me as a cute younger sister
Cast a spell, Castor Pollux
I don’t beat around the bush, what
I’m Young, I’m Fresh Girl
You’ll fall for me like magic
My last hour was going to sound
that's when I went astray.
Not to beat around the bush[fn]not to go by four ways[/fn],
At a stroke I clobbered [fn]"estourbis" is definitely "beating around the bush" - it isn't clear that the victim was killed until the end of the next line[/fn],
with an excessively strong blow with a log
Don't beat around the bush c'mon and tell me what you
Want from me,
I ain't a man to push but our love's gone yes siree,
Crazy thing's that you do, make me sad, make me blue,
You've been two timin' honey, tryin' to make a fool out
Of me yeah
Give away your last shirt
You don't expect any thanks for that.
You're just and true,
You never beat around the bush.
When I talk about flying,
You buckle on the wings. | <urn:uuid:037b6d21-3159-468e-87d0-a4c9d72920f0> | {
"dump": "CC-MAIN-2018-39",
"url": "https://lyricstranslate.com/de/beat-around-bush",
"date": "2018-09-20T11:00:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156460.64/warc/CC-MAIN-20180920101233-20180920121633-00237.warc.gz",
"language": "en",
"language_score": 0.9226102828979492,
"token_count": 2086,
"score": 3.015625,
"int_score": 3
} |
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